Gêneros e Atividades Didáticas Integradas (ADIs): uma proposta na concepção dialógica de linguagem para o ensino fundamental II

Abstract

This research arose from a concern of mine as a research teacher in the teaching environment – the difficulties presented by students to expressing themselves in a reasoned way, through the public written and/or oral discursive genres. In order to contribute to the strengthening of Portuguese language teaching and the significant learning of students, the object of this study is the proposal of teaching Integrated Didactic Activities (IDAs) elaborated by Moura (2017), which integrates the spaces of oral language, reading, writing and linguistic reflection contained in discursive genres. In the theorical aspect, I’ll find support on the contribution of Bakhtin's postulates (2011, 2016, 2017); Volóchinov (2017); Vygotsky (2008, 2018) for the understanding of language, discursive gender, utterance and dialogism as elements of interaction between subject-student, subject-teacher and the object of knowledge that generates learning. Following, I consider Moura's studies (2016, 2017, 2018); Brait's (2018); Faraco (2009); Rego (2012); Kleiman (1999,1995, 2008); Fiorin (2011); Marcuschi (1997, 2007, 2008) and Antunes (2016. Supported by the studies of Thiollent (1986) the action-research guide the interventional practice in the 6th grade classes in the state school, in the interior of the Amazon. The analyzed data showed that by integrating the spaces of language on the themes that emerge from oral and written discursive genres, students begin to interact more in the discussions. The Linguistic reflection demonstrates, from the written production of the student, reflecting on the context of language in use. In the final considerations, I present the main situations detected in the researched environment and some propositions and inquiries.