Modalizadores linguístico-discursivos: construção do sentido do gênero Artigo de Opinião no Ensino Fundamental

Abstract

Language offers to the speakers many mechanisms of (re) construction of the senses in the language. In this respect, this study defends the importance of knowing the linguistic- discursive modalizers and knowing the semantic-discursive effects they provide to the utterance, as they are basic conditions for the proper use of verbal language, in its oral and written manifestation, especially in argumentative texts. This practice contributes to our insertion in society, in which literacy practices are broad in all social classes, so it becomes necessary to use these linguistic-discursive elements, consciously. We find out through many situations, not only in the school environment, that many people are alphabetized, but they do not use these language resources effectively and, consequently, they harm the generation of the intended sense effects in their texts, so that they become not suitable for the full exercise of communication. It is essential that the aims in the student's formation be the acquiring basic knowledge, skills and abilities, such as the appropriate use of linguistic-discursive modalizers and the use of textual coherence and cohesion, which contribute to the proper processing of their written text. The purpose of this study is to allow students to recognize the effects of meaning from the use of linguistic-discursive modalizers, using them appropriately in the discursive process. As methodological aspects, this research has a qualitative character, which has an exploratory character, which stimulates those involved to think and express themselves freely on the subject in question. The data were composed of analyzes of texts produced by the students of the 8th year of the Dom Lúcio State School in Espinosa city, in addition to a specific sample regarding the answers of a questionnaire applied to the students. These data served as essential tools for this work. The intervention developed through reading and writing workshops, through which the student could understand the importance of using these elements appropriately in the text. For this, we used as studies guiding Koch and Elias (2014), Benveniste (1976), Charaudeau (2008), Bakhtin (2006), Machado (2001), Mainguenau (2005), Marcuschi Marcuschi (2008), Antunes (2010), Koch (2011) Castilho and Castilho (1993), among others, which present important studies on this subject. In the workshops, we used the methodology of the Didactic Sequence, based on an adaptation of what was suggested by Dolz et al (2004). Based on the experience in the classroom, on the results of diagnostic evaluations and textual productions, we observed the need to intervene with actions that provide satisfactory results in the reality of the teaching in question. In developing and concluding the actions proposed in this research, through the work of reading and writing, we perceive that the students understood and began to use competently the linguistic-discursive, modifying elements and their effects of meaning, especially in the genre Article of Opinion. Therefore, we made it possible to re-signify the teaching of reading and writing for our students, so that their literacy practices were expanded. They were able to use language in a dynamic and conscious way.