Sequências didáticas com gêneros discursivos : reflexões e propostas a partir do programa qualiescola

Abstract

This dissertation of Professional Masters in Vernacular Letters presents the results of a research that had as object of study six sets of activities of Portuguese Language provided by the QualiEscola Program, elaborated by the Qualidade no Ensino Institute, denominated didactic sequences, destined to the ninth years of Elementary School of the São Bento do Una County, that acquired this particular Program with the aim of improving the learning and the indices of external assessments SAEB and SAEPE. One motivation for the research was the use of didactic-pedagogical materials without the analysis of its theoretical reference by teachers. The general objective was to understand the concept of didactic sequence, which guides the program, according to the studies of Dolz, Noverraz and Schneuwly (2013), based on the applicability of this concept in the QualiEscola Program, as developed in the São Bento do Una County. The theoretical reference used is situated in the sociointeractionist perspective of language, in the study of discursive genres, according to the Bakhtinian view, and in the theory of didactic sequences. The methodological orientation is qualitative in nature, with an investigative and purposeful approach, through which data collection, data analysis, and from which a final proposition was made. As analytical categories we examined the objectives of the didactic sequences, the orientations to the teacher, the relation of the activities with the discursive genres and the reading and interpretation abilities of the texts addressed in the questions proposed to the students based on the studies of Bakhtin (2007, 2011), Marcuschi (2014), Koch (2015) Koch; Elias (2015a, 2015b), Dolz; Noverraz; Schnewuly (2013), entre outros e do referencial oficial teórico para de ensino Brasil (1998). The analysis of the data revealed, mainly, that the material elaborated by the Qualidade no Ensino Institute has characteristics of didactic sequence modules and not of complete didactic sequences. Other aspects could also be perceived, this finding justified the proposition of a complete sequence according to the theoretical references, with the purpose of completing the deficiencies and possibilities detected in the analysis.