"Eu escolho a escola!": a escrita do texto dissertativo-argumentativo a partir do gênero documentário

Abstract

The writing of dissertative-argumentative texts in high school requires investigations that understand the relationship between school and the multisemiotic universe. In fact, in this research, based on the New Literacy Studies (Street, 2014; Heath, 1982; Bortoni-Ricardo, 2005; Kleiman, 2007; AUTOR, Ano; Tfouni, 2012 [1994]), we assessed the extent to which the documentary genre, in the subject of Portuguese Language, contributed to the formulation of narrative and argumentative sequences (Adam, 2011). It was also checked whether these sequences, in conjunction, could structure the writing of a dissertative-argumentative text. The ethnographic action research involved fifteen subjects, young teenagers aged between sixteen and twenty, students in the second and third grades of a state school in Teresina - PI. With the support of a didactic sequence (Pessoa, 2014), the conversation circles (orality events) and the production of film reviews and dissertative-argumentative texts (writing events) revealed that a multisemiotic genre, such as the documentary, promotes a significant dialogue with the students' sociocultural experiences. In addition, these events contribute to the development of orality and the composition of narrative and argumentative sequences, from a critical and authorial point of view.