Práticas com diferentes textos de cunho argumentativo para alunos do nono ano

Abstract

This research, carried out within the scope of the Postgraduate Professional Master's Program in Letters (Profletras) of the Federal University of Triângulo Mineiro (UFTM), Uberaba campus, promoted by CAPES, with registration number CAAE: 50770315.6.0000.5154 in the Ethics Committee in Research, aims to present our study based on the daily perception, in classrooms, of students' difficulty in writing, especially texts produced in the genres of argumentative nature. In general, students are unable to understand the controversial situation involved and are unable to address their positions and counter-arguments. For this, we believe it is necessary to work with text writing practices of these genres. Our research is based on the conception of writing that sees language as interaction between subjects (Geraldi, 1984) that materializes in texts. In this work, we analyzed a diagnostic activity that we carried out with students in the ninth grade of elementary school and also activities proposed by the textbook addressed to this audience. With the analyzes carried out, it will be possible to prepare epilinguistic activities (Franchi, 2006) that aim to complement and enrich the activities of the textbook, as well as to improve students' writing practices in texts of genres of the order of arguing. The activities are aimed at understanding the organizational structure of these texts, as well as the style and interaction between the author and his possible reader. We hope that the proposed activities will make it possible to build the effect of adhesion and defense from a point of view, communicative purpose of the genres of argumentative nature.