Portal Jornal Escolar : análise crítica de uma proposta de ensino do gênero Artigo de Opinião para o Ensino Fundamental

Abstract

This research arises from the interest in analyzing a proposal of work available in Notebook Support Educator - Opinion article (2011), for teaching genres of journalistic domain, Portal Official School, for the students of final years of Elementary Education for the production of gender opinion article. According to the portal, this proposal is based on the concept of gender Mikhail Bakhtin and methodology of teaching sequence Joaquim Dolz, Michele Noverraz and Bernard Schneuwly. In this scenario, the goal proposed here is to analyze the set of activities used to prepare the teaching materials presented by the Portal and titled didactic sequence follows the theoretical assumptions presented by the Geneva school of which are part Dolz, Noverraz and Schneuwly (2004). From this, we intend to reflect on whether this set of activities offers a referral or possible procedure for teaching genres, according to the Curriculum Guidelines National English Language (1998), and to assess whether the systematization of gender education through a set of activities presented by the Journal Portal school for the final grades of elementary school, supports the professor of Portuguese Language for the text production of teaching. To achieve these goals a bibliographic nature research was conducted, based on the studies of Bakhtin (1981/2003) to characterize the discursive / textual genre and to point the conception of language adopted in the analyzed material; studies of Dolz, Noverraz and Schneuwly (2004/2010) to investigate the didactization gender; studies of Rojo (2009), Kleiman (2007) and Street (2010) on literacies; and PCNs of Portuguese Language (1998). With this theoretical framework in hand, he was selected a corpus of a didactic sequence notebook Support Educator - Opinion Article (2011), with 12 lesson plans. This corpus was submitted to a descriptive study for which was analyzed each of the didactic sequence present moments in Portal School Journal. After the analysis and evaluation of each of the moments of the didactic sequences presented in the corpus, we came to the conclusion that the whole systematized these activities and entitled didactic sequence did not use the Didactic Model of Gender, whose methodological procedure, according Schneuwly et al (2004), the four components of an instructional sequence. Moreover, it became clear that the design of teaching gender opinion article is far from gender teaching concept advocated by Bakhtin (1981/1992 / 1997/2003), Schneuwly et al (2004) and PCN (1998), to leave to develop activities on discursive and linguistic aspects of gender prioritized, depending on the needs of students, disregarding thus the genre as social action tool, which should be included in the teaching-learning process from the perspective of human discursive practices.