Jornal escolar: proposta para o ensino de língua portuguesa a partir das atividades didáticas integradas (ADIs)

Abstract

This work aims to analyze a classroom intervention that proposed to produce a school newspaper using the integrated didactic activities (ADIs) of reading, orality, writing and linguistic reflection and to verify if this didactic action contributes significantly to expanding the linguistic-discursive ability of students in basic education. The qualitative/participant research takes place in a school in the municipal network of Santarém in the present year 2022, in 2 (two) classes of the 9th grade of elementary school. The intervention took place through the intervention project called “School newspaper: the student protagonism” which aims to make the teaching of the Portuguese language feasible from an interactive, dialogic-discursive approach, proposing the production of the school newspaper with the dynamics of the ADIs, expanding the linguistic-discursive ability of students in the 9th year of regular education. In the intervention, I approach the school newspaper as a social practice, using the discursive genres of journalism and literature in classes. This work is part of a research field that has been produced at Profletras-Ufopa under the guidance of Moura (2016, 2017, 2019 and 2020), professor and researcher who postulated the Integrated Didactic Activities – ADIs. The ADIs make it possible to integrate reading, orality, writing and linguistic reflection activities from a discursive, interactionist, enunciative and dialogic perspective of language that is grounded in Bakhtinian theories. The theoretical bases that support this work are the assumptions of Bakhtin (2006, 2010a, 2010b, 2011, 2016, 2017), Moura (2016, 2017, 19). Voloshinov (2017), Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a), Bazerman (2011), Fiorin (2020). The corpus of this research are the LP classes, recorded through video, audio and logbook records (both by the teacher and the students). The results of this research point to the need to integrate activities of reading, orality, writing and linguistic reflection in fundamental education, in this way it is also seen that the linguistic-discursive capacity of students increases significantly.