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Texto de opinião: a escrita enquanto processo na aula de Português
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O presente relatório resulta do trabalho desenvolvido no âmbito da Prática de Ensino Supervisionada, na Escola Secundária com 3.º Ciclo de Pedro Nunes, no ano letivo 2018/2019.
Tendo como foco principal a escrita do texto de opinião, este relatório apresenta uma reflexão sobre o ensino de géneros escolares e a relevância dos dispositivos didáticos na aprendizagem da escrita. Essa reflexão estende-se também à forma como o domínio da escrita é trabalhado em sala de aula, dando-se especial atenção à dimensão processual.
Partindo da análise do funcionamento do género texto de opinião (sobretudo em contexto escolar) e tendo como base as produções escritas dos alunos, foi concebido um modelo didático do género texto de opinião (9.º e 11.º anos), a partir do qual foram criados diversos percursos didáticos com atividades que pudessem, de alguma forma, contribuir para a superação das dificuldades identificadas nos textos dos discentes (sobretudo no respeitante à componente compositiva/textual) e, assim, facilitar a apropriação do género escolar em foco.
This report is the result of work performed as part of my Supervised Teaching Practice in the Escola Secundária com 3º Ciclo de Pedro Nunes, during the Academic year of 2018/2019. Being the main focus the writing of the opinion text, this report presents a reflection about the teaching of school genre and the relevance of the didactic devices in the writing learning. This reflection also extends to the way how the writing dominion is worked in the classroom, giving special attention to the procedural dimension. Starting from the analyses of the working genre of opinion text (mainly in school context) and based on the writing productions of the students, it was designed a didactic model of the opinion text genre (9th and 11th grade), from which were created several didactic paths with activities that could, somehow, contribute to overcome the difficulties recognized in the students texts (mainly regarding to the compositional/textual component) and, therefore, facilitate the appropriation of the school genre in focus.
This report is the result of work performed as part of my Supervised Teaching Practice in the Escola Secundária com 3º Ciclo de Pedro Nunes, during the Academic year of 2018/2019. Being the main focus the writing of the opinion text, this report presents a reflection about the teaching of school genre and the relevance of the didactic devices in the writing learning. This reflection also extends to the way how the writing dominion is worked in the classroom, giving special attention to the procedural dimension. Starting from the analyses of the working genre of opinion text (mainly in school context) and based on the writing productions of the students, it was designed a didactic model of the opinion text genre (9th and 11th grade), from which were created several didactic paths with activities that could, somehow, contribute to overcome the difficulties recognized in the students texts (mainly regarding to the compositional/textual component) and, therefore, facilitate the appropriation of the school genre in focus.
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Ensino de Português Escrita Género escolar Texto de opinião Teaching Writing School genre Opinion text