O gênero carta de reclamação como deflagrador do processo argumentativo de alunos do 9° ano do Ensino Fundamental II

• Ano de defesa: 2021
• Autor(a) principal: Menezes, Fernando Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Redação de cartas; Educação - Programas de atividades; Língua portuguesa - Estudo e ensino (Ensino fundamental)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/57561

The importance of learning argumentative writing in school is fundamental for the insertion of young people in the diverse literacy social practices required today. In this sense, with the main objective of contributing to the development of this competence with students of elementary school II, this work deals with the teaching and learning of the complaint letter genre and the argumentative strategies that this genre mobilizes for its making. For this purpose, a series of modules was prepared with suggested activities using the procedure called Didactic Sequence (SD), following the theoretical and practical assumptions of Dolz, Noverraz and Schneuwly (2004). Thus, in order to assist teachers in the teaching of argumentative architecture present in the textual production of letters, the proposals for argumentative strategies developed by Koch and Elias (2016) were used, in addition to the official documents: Nacional Curriculum Parameters (1998) and Common National Curricular Base (2017). For the theoretical contribution of this work, the notions of gender of the following authors were also considered: Bakhtin (2003), Marcuschi (2008), Rojo (2000) and Bezerra (2017). There was also a focus on the notion of addressing in Bakhtin, as he considers this category an essential feature of the statement and a fundamental element for teaching textual production. Therefore, to address the issue, Bakhtin (2003) and Volóchinov (2009). As for the complaint letter genre, the theoretical assumptions of Alves and Serafim (2014), Melo (2009) and Silva (2016) were used. In relation to the research methodology, action research was focused, according to Thiollent (1985) and Gil (2008). Furthemore, at the end of the research, as mentioned, a product (a Didactic Sequence proposal) that fulfills the intention of being a multiplier element of this work in the state and municipal schools of Fortaleza (CE) and that deal with the proposed ideas in this dissertation.