Faced with the reality of teaching Portuguese language learning, often reduced to the contents of normative grammar, focused on a textual approach attached to the study of typologies and practice with discursive genres, prioritizing mainly the form and, thus, disregarding the real ones social objectives of communication, it is necessary to seek new ways of teaching and learning the Portuguese language. Because of this, this research aims to investigate how a pedagogical practice developed in Portuguese language classes, through activities that integrate orality, reading, writing and linguistic reflection, considering the dynamics existing between the discourse genres, contributes to expand the linguistic capacity- discourse of students. In order to achieve the proposed objective, an intervention project was developed with a class of 8th grade, in the Portuguese Language Discipline classes at the Rio Tapajós State Elementary and High School, in the city of Santarém – Pará. This proposal, based on the ADIs (Integrated Didactic Activities of Orality, Reading, Writing and Linguistic Reflection) postulated by Moura (2017), aims at teaching integrated learning of these linguistic practices, through activities, planned by the teachers, which allow students to exercise its protagonism and agency in an intense contact with different discursive genres, inserted in the daily social practices and in more formal communication situations. In this context, action research was used, discussed by Thiollent (1986), who considers the conscious intervention of the researchers and the effective contribution of the participants. The construction of this research seeks to be based on the principle of dialogism and responsiveness of Bakhtin (2010), on the theory of enunciation by Bakhtin (1981), and on the studies of Marcuschi (2007), Moura (2017), Kleiman (2002), Koch and Elias (2010), Colomer and Camps (2002) and Bazerman (2006) on language. The analysis of the data points to the intertwining between the practices of orality, reading, writing and linguistic reflection, proposed by the ADIs, therefore, it contributes to the expansion of the knowledge already acquired by the students and adds new knowledge necessary for them to be able to communicate effectively in different contexts. social, in addition to dynamizing the school environment with the use of language in real communication situations.
|
