O Gênero artigo de opinião na Olimpíada de Língua Portuguesa: do objeto de saber ao objeto ensinado

Abstract

The objective of this study is to analyze the language skills required in the appropriation of the teaching object ‘opinion article’, applied on teaching of this subject to a 12th grade class from a public school (state) in Dourados – MS – Brazil. This will be made stemming from the teacher’s notebook of the didactic material Pontos de vista, provided by the Olimpíadas da Língua Portuguesa (OLP – Portuguese Language Olympics). With this in mind, and based on the epistemology of Sociodiscursive Interactionism (BRONCKART, 2006, 2008), on the Engineering of Language Didactics from the University of Geneva and on the foundations of the process of teaching-learning of this genre of text (SCHNEUWLY; DOLZ, 2004, 2009; ROJO; CORDEIRO, 2004; SCHNEUWLY; CORDEIRO, 2004; CORDEIRO; SCHNEUWLY 2007; CORDEIRO, 2015; BARROS; CORDEIRO, BARROS; GONÇALVES, 2017), we elaborated our research project that resulted in this dissertation. Our specific objectives were: 1) to analyze the language abilities mobilized in the activities of the didactic sequence of the OLP teacher’s notebook, towards the teaching-learning process of the genre ‘opinion article’; 2) to analyze the activated language skills prescribed in the OLP material, that were implemented in the pedagogical practice of the teacher while giving lessons about the aforementioned genre. Such path was based on the qualitative-interpretativist epistemological tradition (MOITA LOPES, 1994) that was developed in the field of Applied Linguistics (MOITA LOPES, 1994; CANÇADO, 1994; ERICKSON 1981). Our research was characterized by filming the classes on the genre during the OLP event at the elected school, and recording an interview with the teacher, post mediation. This allowed us to understand how the genres are (re)configured and produce responsive actions on the language abilities required for the teaching-learning process of this genre at school. Our results show that the genre ‘opinion article’ in the OLP Teacher’s Notebook is used – in this specific context – as an object of teaching-learning to be interpreted and (re)configured in the didactic action by the teacher. In some of the analyzed episodes the participant teacher replicates the prescription about the genre contained in the material, but, at various moments, she transforms and subverts the proposed didactic actions, constructing her own project of teaching.