Atividades didáticas integradas (ADIs): uma proposta para a ampliação da capacidade linguístico-discursiva no ensino fundamental

Abstract

This work developed from the concern with the fact that a teaching model that still makes the students passive, who see no use in what is being taught, is still in school. It aims to contribute to the studies and teaching of the Portuguese language, by investigating how activities organized through oral and written discursive genres contribute to the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Teaching Activities. (ADIs) to orality, reading, writing and linguistic reflection idealized by Moura (2017) through actions developed with elementary school students, in an interactionist and dialogical perspective of the language. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2013, 2016), Volóchinov (2017), Vygotsky (1998), and studies by researchers such as Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008 , 2016), Moura (2017a, 2017b, 2018), Antunes (2003), among others, who study the teaching of language taking into account its interactive role in social practices. The methodology developed in this project is qualitative research, characterized as action research, which seeks to interpret, understand the object to be studied, a way to reflect on Portuguese language teaching activities based on ADIs and how this process is received by students and teacher. Thus, besides being a researcher, he also puts himself in the perspective of teacher. Data description and analysis occur from the elaboration and development of the intervention project carried out with 9th grade students. For this, it was used the field diary, recordings to record the actions, speeches and situations that occurred. The research points, from the data and results collected, that the proposal of the ADIs through the discursive genres provides the protagonism of the student in the classroom, because he is encouraged to put himself as subject of the speech, agreeing or disagreeing, in orality and in writing, and the teacher assumes the role of literacy agent, which contributes to the formation of responsive subjects.