Ação didática para a ampliação da capacidade discursiva dos alunos do ensino fundamental à luz das ADIs a partir do gênero: relato de experência

Abstract

The present study is characterized as an experience report that brings together pedagogical practices carried out for more than ten years, in 9th year elementary school classes, in a public school in the city of Santarém/PA. Through such practices, we sought to integrate speaking, writing, reading and linguistic reflection. This work aims to share and at the same time discuss experiences that have helped me in my classroom work in the Portuguese Language discipline, in addition to expanding students' discursive linguistic capacity through Integrated Didactic Activities (ADIs)(MOURA, 2017). The practices reported here sought to expand students' ability to intervene in different social practices and also establish a dialogue between students in order to give new meaning to what they say, write and read. The methodology was based on classroom practice, based on the school's annual programmatic content in accordance with official documents, which established the textual genre to be taught, and occurred in a few stages. First, a book was chosen according to the theme of the official documents. Then, the book was presented to the class, establishing dates for reading. Afterwards, a conversation was held to share conclusions about the text, which ended with written questions about the reading. Finally, students should, in accordance with the themes covered in the book, carry out field research with teams of 4 to 5 students, in order to deepen their knowledge, which was presented to the school community. As a result, students were more successful in national exams in Portuguese, such as SISPAE, SAEB, Prova Brasil. Furthermore, by favoring interaction, there was an improvement in the interpersonal relationships of these students. Those who were not familiar with reading became closer and developed the habit of reading. Furthermore, the work helped students discover their own skills. Therefore, it is necessary to understand that teaching the Portuguese language needs to use different methodologies. The practice in question allowed us to move away from traditional teaching, which does not give students protagonism, to a diversified class, which awakened in them the autonomy for research and reading. Keywords: Experience report. Integrated Didactic