O ensino do texto argumentativo sob a ótica metacognitiva em turma de oitavo ano do ensino fundamental

Abstract

This research has a purpose to present the development of a work for teaching the argumentative text in a class of elementary school. Based on metacognitive theories, especially in studies from researcher John Flavell, a didactic sequence was created to stimulate in students an awareness about their learning processes in the production of argumentative writing. The texts produced by the students during activities constitute the data to evaluate the effectiveness of work. Through three axes of observation, textual productions made for the ditactic sequence were compared to the students performance in the previous step, diagnostic analysis, and then it can be verified whether or not there was development in terms of the abilities for argumentative writing. The results demonstrate that the strategies selected for work were well used by students, which in majority, were able to use them in their textual productions.