A produção de comentários críticos em contexto de Sala de Aula Invertida (Flipped Classroom): uma proposta para o ensino de Língua Portuguesa no Ensino Fundamental

Abstract

The present research presents methodological alternatives to Portuguese language teaching which envolves the change from the traditional classroom method to an active method, in which the teacher assumes a role of mediator on the learning process. In more specific terms, the purpose, here managed, focuses on the textual gender “critical comment”, developed with a 7th year group of Elementary School, from a public school in the state of Minas Gerais. The main objective of this research is to analyse the managment of interaction between teacher and students on a adapted Flipped Classroom (BERGMANN; SAMS, 2016) through the application of a learning Project (MATTAR, 2017). This study is substantiaed on Conversation Analysis (KERBRAT-ORECCHIONI, 2006), theoretical assumptions of Flipped Classroom (BERGMANN; SAMS, 2016; MATTAR, 2017) and on principles of textual gender “critical comment” (MACHADO et al., 2004; ASSUMPÇÃO; KIESLICH, 2009, RODRIGUES, 2015) through the application of a Didactic Sequence (DOLZ; NOVERRAZ; SCHNEWLLY, 2004; COSTA-HÜBES; SIMIONI, 2014). The research is conducted in light of action research (ENGEL, 2000; TRIPP, 2005) ando on interaction analysis perspective gathered in classroom, guided for a collective problem resolution and on transformation objectives by which the researcher-teacher and students, participants of the situation to be investigated – the text production – are envolved on a collaborative and participative way. The results had under the qualitative approach shows the need to develop the critical sense and structuring argumentation strategies, so that students can write comments which follows it’s critical objectives.