Atividades didáticas integradas (ADIs): dialogismo entre gêneros discursivos/textuais para a produção da carta argumentativa de reclamação na EJA

Abstract

This research aims to show the methodological proposal of Integrated Teaching Activities (ADIs) which is an integration between reading, writing, speaking and linguistic reflection practices, based on Bakhtin’s Theory and Literacy, can contribute to the effective and important way to teaching of discursive genres in an integrated way for students of Youth and Adult Education (EJA), developing their linguistic-discursive-responsive capacity. The research starts from two guiding questions: 1 - How to teach discursive genres in an integrated way for adolescent EJA students from a traditional context of Portuguese language teaching? 2 - Can the ADIs through dialogue between discursive genres be a form of Portuguese language teaching to enhance the teaching of orality, reading, writing and linguistic reflection in EJA? Ahead of these questions that so much disturb me while teacher- researcher I propose an intervention project to the students of the 4th stage of EJA, Elementary School, in which I develop the reading, writing, speaking activities and linguistic reflection through ADIs in order to achieve the objective proposed in this research. The chosen modality is justified because it needs different methodologies from traditional Portuguese language teaching and that have political commitment with students' learning during all life, because the Portuguese language teaching comes failing in her methodological proposals to reading, writing, orality and linguistic reflection in basic education, especially in EJA. The theoretical bases that respect this work are Volóchinov (2017), Bakhtin (2011) and Street (2014). Following this same theoretical perspective, I make a study on the Moura’s theoretical-methodological postulations (2016, 2017, 2018, 2019), who is the creator of the ADIs, Kleiman (2002, 2008, 2016), Marcuschi (2008) and Rojo (2002). The corpus analyzed in a qualitative and subjective manner consists of oral and written texts by students of the 4th stage, class "A", as well as by the researched teacher of the Padre José de Anchieta Elementary School, in the municipality of Itaituba, west of the Pará State. The methodology of this research is paused in the Thiollent’s studies (1986) and his action research, through the development of a teaching proposal of the ADIs that integrate several discursive genres: conversation wheel, videos, scientific article, seminar, debate, written comment, poster, electricity bill, interview, oral and written report, Municipal Law No. 3,136 / 2017 (which deals with the Contribution of Public Lighting - CIP of Itaituba-Pará), argumentative letter of complaint and undersigned. The results point that ADIs can contribute effectively and meaningfully to the teaching of discursive genres in an integrated manner developing the EJA students’ linguistic-discursive-responsive capacity, even though this development be minimum. The argumentative complaint letter showed that the work with the reading, orality, writing and, especially, the reflection linguistics integration improves significantly students' linguistic-discursive performance. Moreover, ADIs are a form of Portuguese language teaching that can enhance the teaching of orality, reading, writing and linguistic reflection, without falling into the traditionalist teaching of normative grammar.