Coerência textual: a díade fato e opinião na construção argumentativa em aulas de língua portuguesa dos anos finais do ensino

Abstract

Research carried out within the scope of the Professional Master's Degree in Letters at the State University of Montes Claros in order to answer the difficulties of a sample of EF II students in relation to the differentiation and use of fact and opinion in the writing of argumentative texts and which theoretical-methodological actions may compose a proposal to be developed with a view to enabling the establishment of the difference between fact and opinion and the use of this dyad in the writing of argumentative texts. Its general objective was to present a pedagogical notebook with activities for the development of fact and opinion recognition skills and the writing of argumentative texts. As for the specific ones: Present the theoretical framework; to present systematized data that show difficulties of a sample of students in the final years of EF regarding the differentiation and use of fact and opinion in argumentative texts and to elaborate methodological strategies, theoretically based on the TL, for the writing of argumentative texts contemplated by the BNCC, through didactic sequences that aim to organize knowledge about textual genres of argumentative typology and their application in writing. Methodologically qualitative, the data presented were based on exercises applied on different occasions and found in a personal archive. The bibliographical research had as theoretical foundations mainly the studies of Fávero and Koch (2012), Koch (2002-2021), Koch and Travaglia (2021); Marcuschi (2020), Platão and Fiorin (2000); Dolz; Noverraz; Schneuwly (2011), among others. As for the results, the difficulties of a sample of PE students in relation to the differentiation and use of fact and opinion in the writing of argumentative texts were highlighted and theoretical-methodological actions were elaborated with a view to enabling the establishment of the difference between fact and opinion and the use of this dyad in the writing of argumentative texts. In this way, a pedagogical notebook with activities for the development of fact and opinion recognition and writing of argumentative texts was presented as a final product