O uso de estratégias metacognitivas no ensino de escrita de opinião em turma de nono ano.

Abstract

The teaching of argumentative writing in the final years of elementary school has been a challenge for Portuguese language teachers because it involves complex skills. Developing in students the skills necessary for writing texts that require positioning and defense of the point of view, through valid arguments, requires the use of appropriate pedagogical strategies. In this context, based on metacognitive theories, especially in the studies of researcher John Flavell, this research aims to lead students to develop written argumentation from activities that enable them to be aware of their own learning process. For this, a didactic mediation was elaborated in stages that proposed, starting from oral activities to those of writing, to stimulate the argumentation. Analysis of the result of this research was made by comparing the texts produced in the writing activities stage to the text produced in the diagnostic evaluation, in order to verify if the specific objectives related to the skills needed for argumentative writing were achieved. The results show that the strategies used in the activities were applied by most students in their textual productions.