Escrita/reescrita de textos: O ciclo de ensino aprendizagem como caminho metodológico nas aulas de Língua Portuguesa do 3º ano do ensino médio de uma escola pública da cidade de Bacabal – MA

Abstract

This research addresses the process of writing/rewriting texts at school, in order to present didactic proposals based on the contributions of the methodology of the teaching-learning cycle to the process of teaching reading and writing to students in the 3rd year of high school. Therefore, in this study, we will present the concepts and foundations of this teaching tool, highlighting the structure and analysis of textual genres present in the school curriculum. The issues that drive this work are based on the constant need for improvements in educational practices, such as the development of teaching methodologies, which applied in the school environment, help and contribute to the advancement of education, especially in the development of skills relevant to reading and writing. In addition, aiming to evaluate the contributions of the teaching-learning cycle, we seek to question how the use of this methodology can contribute to the development of reading and writing skills of students in the 3rd year of high school. In this sense, in search of answers, we aim to analyze how the process of writing/rewriting texts, through the methodology of the teaching-learning cycle, helps in the development of reading and writing skills of students in the final years of high school, based on the argumentative genre school dissertation. To do so, we will be based mainly on the studies Silva (2016) and Lima (2014), which bring perspectives on the methodology under study; in the theoretical constructs of the National Common Curricular Base (BNCC), the National Curriculum Parameters of the Portuguese Language (PCNLP) and the Curricular Document of the Maranhense Territory (DCTMA), which address the teaching of Portuguese in the Brazilian school context; in studies by Bronckart (2007), who proposes a model of textual architecture based on language capabilities; in addition, the theoretical contribution of organization of language practices (Marcuschi, 2008). Regarding the type of research, we adopted action research, since it allows the actors involved to build theories and strategies, which validated within their field of study, lead to desirable changes to question or solve a problem. At the end of this study, we will seek to verify how the use of the systemic-functional approach, associated with the concept of literacy as a social practice for the study and analysis of texts, provides an understanding of genres and their different purposes in different social domains.