O gênero escolar dissertação-argumentativa: análise de produções textuais em uma sequência didática à luz do interacionismo sociodiscursivo

Abstract

The purpose of this study is to present the theoretical-methodological application of Sociodiscursive Interactionism through action research, in order to generate data to investigate the language abilities of 28 students in the third year of high school at a private school located in the interior of the state of Pará, after the application of a Didactic Sequence (DS) of the argumentative dissertation genre, starting from the mapping of language abilities and didactic questions present in the initial and final production of the DS. The language abilities were analyzed in the texts produced, based on Bronckart's (2003) textual analysis model through the didacticization of the argumentative dissertation genre, in order to verify the language abilities developed by the students. Before applying the DS, it was necessary to create a didactic model of the genre based on Schneuwly and Dolz (2004), to assess the teachable dimensions of the language abilities of the textual genre. The results demonstrate that the theoretical-methodological assumptions of Sociodiscursive Interactionism are powerful tools for the analysis of textual genres and represent an effective tool for the successful didacticization of text genres in the classroom. Finally, our study proposed the development of a didactic instrument to assist teachers during the guidance of language abilities in the context of teaching and learning argumentative dissertations.