Como abordar textos dissertativo-argumentativos no ensino fundamental II?
Data
2022-07-23
Autores
Pereira, Catarine Aurora Nogueira 
Tipo
Trabalho de conclusão de curso
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Resumo
O presente trabalho tem como enfoque o ensino-aprendizagem de textos dissertativo-argumentativos, propondo um guia com orientações a professores de Língua Portuguesa do Ensino Fundamental II, a fim de auxiliá-los em seu preparo de aulas sobre esse tema. Os referenciais teóricos que norteiam a proposta fundamentam-se na Base Nacional Comum Curricular (BNCC), em particular a Área de Linguagens – Língua Portuguesa; em Metodologias Ativas – sobretudo na abordagem sociointeracionista, proposta por Vygotsky. Baseia-se ainda na importância da mediação pedagógica no processo de ensino-aprendizagem. Para a construção do guia, partiu-se do Modelo ADDIE de Design Educacional/Instrucional, o qual prevê etapas de análise, design, desenvolvimento, implementação e avaliação. Para tal, foi realizada etapa de análise contextual – que se consistiu no mapeamento do contexto por meio de questionários com docentes e discentes, na análise de resultados que auxiliaram na construção de personas, mapas de empatia e concepção da solução educacional. Em seguida, nas etapas de design e desenvolvimento, foram concebidos os elementos de tecnologia e design (identidade e projeto gráfico), apoiados por estratégias de gestão. Portanto, buscou-se contribuir para discussão do ensino-aprendizagem de Língua Portuguesa, em específico a de estratégias, metodologias ativas, que promovam aprendizagens significativas.
The present study focuses on the teaching-learning process of argumentative essays, proposing a guide with instructions for Portuguese language teachers in Middle School, in order to assist them in their preparation of classes on this topic. The theoretical references that guide the proposal are based on the National Common Curricular Base (BNCC), in particular the Language Arts area – Portuguese Language; in Active Methodologies – especially in the socio-interactionist approach, proposed by Vygotsky. It is also based on the importance of pedagogical mediation in the process of teaching-learning. For the production of the guide the starting point was the ADDIE Model of Educational/Instructional Design, which includes stages of analysis, design, development, implementation and evaluation. To that end, a contextual analysis step was carried out – which consisted of mapping the context through questionnaires applied to teachers and students, the analysis of results that supported the development of personas, maps of empathy and design of the educational solution. Then, in the design and development stages, technology and design elements were formed (identity and graphic design), supported by management strategies. Therefore, we sought to contribute to the discussion of Portuguese language teaching-learning, specifically on strategies and active methodologies which promote meaningful learning.
The present study focuses on the teaching-learning process of argumentative essays, proposing a guide with instructions for Portuguese language teachers in Middle School, in order to assist them in their preparation of classes on this topic. The theoretical references that guide the proposal are based on the National Common Curricular Base (BNCC), in particular the Language Arts area – Portuguese Language; in Active Methodologies – especially in the socio-interactionist approach, proposed by Vygotsky. It is also based on the importance of pedagogical mediation in the process of teaching-learning. For the production of the guide the starting point was the ADDIE Model of Educational/Instructional Design, which includes stages of analysis, design, development, implementation and evaluation. To that end, a contextual analysis step was carried out – which consisted of mapping the context through questionnaires applied to teachers and students, the analysis of results that supported the development of personas, maps of empathy and design of the educational solution. Then, in the design and development stages, technology and design elements were formed (identity and graphic design), supported by management strategies. Therefore, we sought to contribute to the discussion of Portuguese language teaching-learning, specifically on strategies and active methodologies which promote meaningful learning.
Descrição
Citação
PEREIRA, C. A. N. Como abordar textos dissertativo-argumentativos no Ensino Fundamental II? 2022. 103 f. Trabalho de Conclusão de Curso (Graduação de Tecnologia em Design Educacional) – Universidade Federal de São Paulo, São Paulo.