Das ‘cartas do leitor’ aos ‘comentários críticos do instagram’ como prática para ampliação da competência argumentativa de discentes de 7º ano do ensino fundamental

Abstract

Due the difficulties presented by students in the process of argumentative writing in Portuguese language classes, this thesis seeks to contribute to the development of this language practice, considering that, nowadays, it is necessary to master the written language, especially in the digital media, in order to make our students able to consider themselves on the most diverse subjects. Because of that reason, we are concerned with offering the students the opportunity to increase this skill with a view to social practice since language does not materialize exclusively in Portuguese classes, but in all human activities. This research would be accomplished in a school in São José do Vale do Rio Preto, in the mountainous region of Rio de Janeiro, in a class from the 7th grade of elementary school. Our goal was to increase students' written competence through the production of texts selected by us for this purpose as well as reading and expanding the lexical repertoire to aid the use of cohesive mechanisms. To reach our goals, we structured an intervention proposal based on: reading practices - journalistic texts and the social network Instagram -, practice of producing texts - reader's letter and critical commentary from Instagram. The methodology used was Thiollent’s (1986) research-action and a diary that would be held by students. The theoretical framework is based upon the works of: Alves Filho (2011), Antunes (2003; 2005), BNCC (2017), Bakhtin (1997), Bezerra (2010a, 2010b), Dolz, Noverraz and Schneuwly (2004), Fiorin (2011), Garcia (1998), Geraldi (2000), Koch and Elias (2010a), Koch e Elias (2010b), PCN (1998), Passareli (2012), Rojo and Barbosa (2015), Thiollent (1986).