Práticas de letramento crítico com o gênero discursivo textual artigo de opinião: uma proposta didática funcionalista para o 9º ano do ensino fundamental

Abstract

This research presents a proposal for critical literacy through work developed with the discursive-textual opinion article genre. This is an action research for students in the 9th year of Elementary School, with a view to presenting, debating and exploring aspects of the aforementioned genre from a practical perspective, so that the student is situated in the context of the argument. The proposal's general objective is to investigate how the development of critical literacy practices, through the discursive-textual genre of opinion articles, can contribute to the training of students in the 9th year of Elementary School, within the functionalist didactic approach. The methodology was developed in three stages of the functionalist didactic sequence in the conception of the authors Casseb-Galvão and Duarte (2018). The proposal had its theoretical basis based on guidelines and principles focused on functionalism, which considers the text as an expression of the content, and grammar as a participant in the process of coordinating syntactic-semantic relations, building meanings and indicating concrete effects that present the text as a function piece. To support the work, studies developed by Street (2014), Kleiman (2000), Freire (2019), Perelman and Olbrechts-Tyteca (2014), Fiorin (2015), Bakhtin (2011), Marcuschi (2008a), Neves (2010), Cunha (2015), Dolz and Schneuwly (2011), Casseb-Galvão and Duarte (2018), among others. At the end of the teaching process, the results showed that the integration of practical activities, meaningful discussions and the effective use of digital resources not only stimulated students' interest, but also contributed to the solid construction of skills necessary to produce more effective texts. and contextually relevant. However, the verification of students' prior knowledge about the discursive-textual genre of opinion articles and the assessment of their competence in critical writing highlighted gaps resulting from the remote learning experience, highlighting the need for methods aimed at textual production. It was concluded that the difficulty for students to understand the importance of rewriting proved to be a central challenge in promoting the improvement of textual skills – which will only be modified with the improvement of their communicative skills in the context of written text productions, considering more functional teaching practices.

Keywords: Critical literacy. Discursive-textual genre opinion article. Argumentation. Functionalist didactic sequence. Teaching.