Atividades didáticas integradas (ADIs): uma proposta de ensino mediante os gêne ros discursivos para a ampliação da capacidade linguístico-discursiva de alunos do 7º ano do ensino fundamental

Abstract

Rethinking Portuguese language teaching is not only necessary, it is, above all, unthinkable. The situation is alarming and needs to be urgently rethought. Although there have been several reflections along these lines, it can be seen that practices that do not take into account the socio-historical nature of language, or the subject as a socially constituted being, still predominate in schools. It is because I have this perception, and especially because I want to teach language in a more productive way, that I set out to reflect on Portuguese language teaching, in line with scholars who are willing to (re)think new ways of teaching. In this sense, the main objective of this work is to investigate how a didactic action, with integrated activities (ADIs), contributes to expanding the linguisticdiscursive capacity of speakers, as well as increasing their responsive autonomy, in their various social contexts, considering the socio-cultural and contextual aspects of all the subjects involved. The research was carried out through "Integrated Didactic Actions (IDAs)", conceived by Moura (2017), which take the form of interweaving reading, writing, speaking and linguistic reflection activities, from an interactionist/dialogic language perspective, in a cyclical way, without one overlapping the other. It was developed with elementary school students in real discursive and interactionist situations. The methodology used was TozoniReis' (2010) participant, qualitative approach, which allows for action/reflection by the subjects involved, greater involvement between the participants and, above all, the possibility of interpreting and analyzing the data in a more reflective way. The reflections took place according to the theoretical bases of Bakhtin (1997,2006,2010,2016), Fiorin (2022), who consider dialogism and interactionism in language, through discursive genres in real situations of use, in addition to the dialogical character of the enunciations. I am also anchored in authors such as Moura (2017,2018,2019), who understands language as an ideological and socio-historical artifact that cannot be detached from ideological contexts. In addition, I consider the approaches of researchers such as Marcuschi (2008), Kleiman (2002,2007), Rojo (2009,2015), Antunes (2003,2009,2017), Koch and Elias (2013), Street (2014), among others who conceive language in this socio-historical dialogism, aiming for a literacy that is, in fact, social. Thus, based on the analysis of the data, the importance of ADIs for the gradual expansion of speakers' linguistic-discursive skills, as well as for the development of their critical and responsive autonomy, in the most diverse social environments, became evident. This was confirmed by the fact that the students took part in reading, writing and speaking activities and reflected linguistically on all of them, through interconnected actions in real contexts of interaction, just as language is conceived in its most diverse aspects in this research.