Modalização e argumentatividade: uma abordagem sociointeracionista na produção de crônicas

Abstract

The priority objective of Portuguese language teaching in primary education is the development of reading and writing skills. However, it was possible to find out in the teaching practice that the students present serious writing problems, mainly regarding the use of modality and argumentativity resources. Accordingly, this research meant to highlight the contributions of the development of an interventional proposal that contemplated reading, analysis and textual production activities, addressed in the interactionist perspective, through reading strategies, aiming to provide subjects with the acquisition of the ability to use these resources in writing. The hypothesis was that reading and writing activities, interactively worked, by means of reading strategies, propitiated the use of modality and argumentativity resources in the written production of chronicles. Thus, it was sought to answer if these activities propitiate the development of this ability in the production of this genre. In order to substantiate the proposal, studies on modalization and argumentativity anchored, among others, in the theories of Ducrot (1977, 1981 and 1987) and Koch (2000, 2011 and 2015), on the presuppositions of interactionism and their contributions to literacy in Vygotsky (1991), Bakhtin (2011) and Bronckart (2012), on textual genres in light of Bakhtin's (2011) and Marcuschi (2008) theory and on reading and writing strategies in Solé’s (1998), Koch (2005) and Koch and Elias (2015 and 2016). The methodology consisted of an action research of a qualitative nature. The data to systematize the difficulties of the subjects were obtained through a questionnaire that aimed to analyze the profile of the reader/writer and a test of textual production to demonstrate the problems regarding the use of said resources in writing. In view of the data, a plan of action was elaborated contemplating the development of interactive classes of reading, analysis and textual production. The data of the intervention were collected through the participant observation, annotated in field diary and described later. The analysis of the results showed that these classes contributed in an effective way to provide the subjects with the acquisition of the ability to use the resources of modalization and argumentativity, thus providing an improvement in the level of writing. It is hoped that this research has contributed not only to improving students’ writing skills but also to awakening reflections and changes in the pedagogical practice of other teachers.