A produção textual na perspectiva do design: a escrita de artigo de opinião por alunos de nono ano

Abstract

It is the school's duty to develop students' skills that lead them to become meaning builders and to act consciously and critically in the current educational and social context. In this sense, it is necessary to develop pedagogical practices and activities that consider writing as a contextualized process. In this context, the present study aims to investigate how, from the perspective of the design, ninth-grade students from a private school in Porto Alegre, Rio Grande do Sul, construct meanings and develop arguments when producing an opinion article. The present study aims to investigate how, from the perspective of the design, ninth-grade students construct meanings, and develop arguments when producing an opinion article. The methodological foundation for the data generation of this research, titled "Textual production from the design perspective: writing opinion articles by ninth-grade students", was developed through a research-action approach, based on Tripp (2005). The teaching project that enabled this data generation was planned and implemented by the teacher-researcher in a private school in Rio Grande do Sul. The theoretical assumptions are grounded in studies on writing (Antunes, 2003; Koch; Elias, 2010; Kalantzis; Cope; Pinheiro, 2020), and on meaning construction from the perspective of the design (Kalantzis; Cope; Pinheiro, 2020). Additionally, during this study, the guidelines of the National Common Curriculum Base (BRASIL, 2018) regarding the teaching of text production, addressing multimodality, and the use of arguments in opinion articles will be presented. The characteristics of opinion articles, as described by Beltrão (1980) and Costa (2014), along with the concepts related to argumentation presented by Plantin (2008), Fiorin (2018), Perelman and Olbrechts-Tyteca (2014), and Gonzaga (2017), are also considered. The results show that, in textual production, the use of multimodality in the activities of different stages of the teaching project helped in the construction of meaning based on the patterns of creation of the dynamic meanings of the design. In this perspective, meaning is constructed utilizing visual and spatial languages, which producers choose and organize to present information. Furthermore, it was observed that the selection of arguments occurs based on the standpoint of the proposed theme; in the analyzed texts, students craft their persuasive discourse by formulating arguments to tailor their communication to the audience (Perelman and Olbrechts-Tyteca, 2014), considering the idea of adherence and of spirits ("individuals") to which a speech is addressed to. Through the development of the teaching project, due to the research-action process, the teacher also had the opportunity to re-signify her teaching practice in textual production.