A Prática cidadã de reivindicação: uma proposta de escrita argumentativa no ensino fundamental II

Abstract

This dissertation was constituted from the problematization of the scarce literacy indexes measured by the National Literacy Indicator (INSTITUTO PAULO MONTENEGRO, 2018) and the empirical perception that a significant part of the students of Elementary School II have difficulties and lack of interest in writing, especially the argumentative. At first, we asked the following question: What would be the learning advances provided by the realization of a Literacy Project in a class of 9th grade A focused on the development of argumentative writing that fosters the citizen's practice of the claim? In view of this questioning, the objective was to make it possible for a group of students in the 9th grade A of Elementary School II at the Professor Alcides de Carvalho State School (Polivalente) to develop the ability of argumentative writing production, through the citizen practice of claiming. In this sense, the hypothesis that it is necessary to elaborate and execute a set of literacy activities, which involves the use of the writing of trades, e-mail, flyer and invitations for the wide circulation of texts inside and outside the school, was accepted. making text production as a significant social practice. It is essential to emphasize that, it was resorted to the development of a Literacy Project according to Kleiman (2000). As a methodological strategy, qualitative research and the action research method were chosen. The work was carried out in three stages, namely: 1. Diagnosis, when the low competence of the students regarding writing and the ability to claim from authorities the response to a demand was found; 2. Interventive, in which, starting from the results of the previous stage, activities were carried out focused on developing criticality in students and their materialization in writing; and 3. Analytical, in which it was examined whether the didactic-pedagogical strategies adopted were able to expand the written competence of the participants in this study. The interventionist stage was based on assumptions of Textual Linguistics: Antunes (2003; 2017), Bronckart (2012), Kleiman (2000; 2009; 2010; 2016), Ruiz (2018) and took place in four sequenced activity modules, through different textual/discursive genres. Taking into account the results achieved, it was found that planning, writing and collaborative/oriented rewriting, starting from themes of the real context, through textual-interactive correction via online guidance messages, favored the development of argumentative writing skills and citizen education of students involved in the research.