Análise do procedimento sequência didática na produção do gênero artigo de opinião : uma proposta para o livro didático

Abstract

Considering a school reality in which we know that what governs the practices of classroom is the adoption of textbook, for several reasons, and often is what guides the teacher’s work in the classroom. For this, we support authors as Batista, Rojo and Zúñiga (2008), Batista (2003), Batista and Rojo (2008), Rojo (2000/2004), Bunzen and Rojo (2008), Bezerra (2015), for his research in analysis of Portuguese Didactic Book. We start from the premise that didactic sequence as proposed by Schneuwly, Noverraz e Dolz (2004) is a viable procedure for teaching the genres. Therefore, this research aims to investigate how far the activities of textual production, proposed for the textbook, work in a didactic sequence perspective. In this way, we analyze how the activities of opinion article genre are elaborated, in order to perceive the similarities and differences in relation to didactic sequence molds of Schneuwly, Noverraz and Dolz (2004). We have based the analysis in theories proposed by Bakhtin (2011) of interaction discursive genres, Bronckart (1999) socio-discursive interactionism evidences and Marcuschi (2008), who believe in a proposal of teaching-learning organized by genres, and rhetorical studies of Bazerman (2005/2006/2009) and Miller (2012), not as theories that cancel each other, but which complement each other in the approach of genres as social practice. Based on this premise, we developed a qualitative, descriptive and analytical research work, about works approved by PNLD, Tecendo Linguagens (2012), by Tânia Amaral Oliveira [et. al.] from IBEP publiser and Portuguese Language (2015) from Saraiva publisher, by Willian Roberto Cereja and Thereza Cochar Magalhães. The analysis criteria were established from reading the teacher's manual in that the authors explain that activities proposed for the chapters of "textual production" are based on theory of Bakhtinian genres and have as methodological procedure the didactic sequence. Our analyzes have allowed to observe that exist a reductionist treatment regarding the stages of textbooks didactic sequence, however, we believe that it is feasible, possible and important teach discursive genres in an organized way, step by step, with specific tasks and preestablished criteria, provided there is mediation by teacher. Thus, we propose, at the end of analysis, a didactic sequence for the opinion article genre.