Gênero jornalístico artigo de opinião: ressignificando a aprendizagem por meio de jogos pedagógicos no 9º ano do ensino fundamental

Abstract

The teaching of the textual genre opinion article allows the student to develop skills that lead him to express his point of view on a certain topic, using convincing arguments and persuasive discursive strategies. Observing the problematic of the development of argumentative and persuasive competences of students in the 9th grade of elementary school, we investigated the contributions that the textual genre opinion article can bring to these students. Our overall objective is to develop the student's mastery of writing, so as not to use it just as a mere code, but as a means of acting coherently and persuasively in discursive situations. The research is justified by the need for the effective use of didactic strategies that develop the textual and discursive competence required to interact in a literate and competitive society, considering that the use of opinionated writing requires knowledge and argumentation, being, currently, a very important instrument in the consolidation of the student as a transforming agent of the social environment in which he is inserted. Our work is based on the didactic sequence proposed by Dolz and Schneuwly (2004) and is based on theoretical studies related to Sociodiscursive Interactionism, having as main authors Bakhtin (2012) and Bronckart (2009); in the study of textual genres, taken as concrete linguistic achievements, established by sociocommunicative properties, as proposed by Marcuschi (2008); in the investigation of journalistic textual genres, according to Alves Filho (2011); in the study of opinion articles, as done by Lonardoni (2020); in Active Methodologies, according to Almeida (2018), among others. The work has a propositional nature and for that, we developed as a methodological procedure the use of digital pedagogical games, an instrument of active methodologies, through a didactic pedagogical approach for classes in the 9th grade of elementary school. We hope that the results obtained can contribute to the development of the students' discursive and critical skills, aiming at a more complete and citizen education.