Atividades didáticas integradas (ADIs): as vozes sociais trazidas pelo gênero crônica literária

Abstract

This research arose from a need for intervention in the pedagogical practices embedded in certain schools, which aim to disseminate a teaching model that assumes that the student should be a mere spectator and should not disagree with what is taught. . This attitude has made the process of teaching and learning our mother tongue difficult. In this sense, this work aims to contribute to the studies and teaching of the Portuguese language. To this end, the research points out, based on the data and results collected, that the ADIs proposal, through discursive genres, provides the student with protagonism in the classroom, as he is encouraged to place himself as the subject of the discourse, agreeing or disagreeing, orally and in writing, with the teacher assuming the role of literacy agent, which leads to the formation of responsive subjects. To this end, activities were organized through oral and written discursive genres - with the literary chronicle as the initial genre - which contribute to expanding the linguistic-discursive capacity of students based on the proposal of Integrated Didactic Activities (ADIs) which, in turn, are based on orality, reading, writing and linguistic reflection created by Moura (2017). These activities were developed with elementary school students, from an interactionist and dialogical perspective of the language. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2013, 2016), Volóshinov (2017), Vygotsky (1998), and in studies by researchers such as Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008 , 2016), Moura (2017a, 2017b, 2018), Antunes (2003), among others, who study language teaching taking into account its interactive function in social practices. The methodology developed in this project is qualitative research, characterized as action research, which seeks to interpret and understand the object to be studied, a way of reflecting on Portuguese language teaching activities based on ADIs and how this process is received by students and teacher. Thus, in addition to being a researcher, he also takes on the perspective of a teacher. The description and analysis of data occurs from the elaboration and development of the intervention project carried out with students in the 7th year of Elementary School, at the Escola Municipal de Ensino Fundamental Vereador Joaquim Valente, in Alenquer- Pará. For this, the diary is used field, recordings to record the actions, speeches and situations that occurred.