Crenças e a produção textual: uma proposta pedagógica de introdução à escrita argumentativa a partir do reposicionamento metacognitivo do sujeito- aprendiz

Abstract

This research’s general goal is to pedagogically contribute to replace the native language learning subject as responsible for its own development as a writer. So, I take a metatextual development perspective in a process that understands teaching and learning as situated considering the learner’s context and experiences. This way, being conscious about beliefs cooperates to this process of awareness in writing. This is one of the steps that helps the learning subject to see him/herself into a more complex learning context that involves beliefs as well as experiences and understands the text as a process, not only as a product. With this purpose, I adopt the metacognitive perspective of learning that received great importance with Flavell’s studies since 1970 . The specific goals assumed are: (1) investigating and debating the learners’ beliefs about what represents knowing how to write well in its native language and, from that debate, (2) proposing a didactic unit that provides the awareness about the basic linguistic-discursive characteristics of the argumentative logical organization. With those aims, a qualitative research type is adopted, with a bibliographic, exploratory and purposeful character. The exploratory part presents a diagnose, a process that happened with the students in class, and the purposeful part is composed by a didactic unity that aims to understand learner’s behaviors in relation to the language and, from this understanding, tries to stimulate the student’s metatextual awareness development incorporating dialogical discussions to the pedagogical dynamic. The school essay argumentative paragraph is the focus of the writing process in this research, as well as its structure and the argumentation structure. This research is based in Charaudeau (2008) and Garcia’s (2006) theories. The didactic unit proposed is composed by four modules. The first one is directed to identify and map the learners’ beliefs in relation to the Portuguese Language; the second module creates a way from speaking to writing in the argumentative task; the third one is made to think and develop the argumentative paragraph relating the micro to the macrotextual structure; and the last module is directed to reflecting about the way done, considering the identified beliefs and the texts that were made.