Práticаs dе produção tеxtuаl: o trаbаlho com o gênеro аrtigo dе opinião, no 9o аno

Abstract

Text production is a language practice that enables interaction. Producing a text whether oral, written, or multisemiotic is an activity that requires the producer to have a set of essential knowledge and attitudes in order to achieve the intended goals. Given the relevance of text production in society, it is an activity whose teaching must be systematized in the classroom. Thus, this study focuses on the textual production of the argumentative genre, with an emphasis on the opinion article, and its general objective is to investigate students' knowledge about the organization and functioning of the opinion article genre. The specific objectives are: (i) to analyze students' perceptions of textual production and of the opinion article; (ii) to analyze opinion articles produced by 9th-grade students with the aim of mapping the knowledge they have about the organization and functioning of the genre; and (iii) to produce a didactic sequence on the opinion article as an educational product. The study is based on theorists such as Bakhtin (2008); Martins; Dias e Gomes (2014), Lima and Marcuschi (2021), Koch and Elias (2010), Dolz e Schneuwly (2004), Geraldi (1997, 2011), Guedes (2009), Bunzen (2004), as well as the document of the National Common Curricular Base (BNCC). This qualitative/quantitative research consisted of a field study, through a case study, involving 9th-grade students from a public state school in Minas Gerais, Brazil. Data collection was carried out through questionnaires aimed at mapping the profile of the participants and through a textual production task focused on the opinion article genre. By identifying the difficulties faced by students and proposing a didactic sequence, the research aims to contribute to improving pedagogical practices in the teaching of text production, especially in public education contexts. The results contribute both to the enhancement of teaching methodologies and to teacher training, while also reinforcing the social and cultural relevance of teaching argumentation, supporting the formation of critical and engaged citizens. The produced didactic sequence also represents a practical contribution, applying theory to classroom practice.