A Progressão temática no artigo de opinião: uma experiência de escrita planejada em uma turma de 9º ano da Rede Estadual de Alagoas

Abstract

In Portuguese classes, taught in a 9th grade class from the primary school in a public state school in Maceió, during the execution of text productions, it was observed that the students did not organize the central topics in each paragraph, adding more than one sub topic, repeating them in other parts of the text or mentioning subjects that did not have relation to the central topic. For this reason, this professional masters’ dissertation approached the topic progression, through a theory study about texts and its criteria, and proposed the text construction planning, obeying the following sequence: sub topics selection, text production, reviewing and redoing, so that the students could build cohesive text, coherent and could show topic progression. In order to base this propose, we showed the following theory path: the writing evolution from XVIII century, the text construction, writing as a process, organization and the topic progression based on the authors Flower e Hayes (1981), Koch (2003), Marcuschi (2008), Jubran (2006), Ferrarezi Jr. (2015), Garcia (2010), Ruiz (2013), among others. This research was classified as an ethnographic mark, with a qualitative approach, that has utilized, as data collection instruments, questionnaires and text productions. It was also applied a didactic sequence, that enabled, through workshops, the text gender Opinion Article learning. Although the intervention through the didactic sequence is not the immediate solution to solve the observed problem, it has provided the knowledge and the consciousness that must have to obey to these stages to the text construction. Therefore, the student’s target group improved the sub topic selection and started to be aware of how important it is to follow the needed stages to reach coherent text writing, with consistent argumentation and appropriate to the communicative situation.