A devolutiva no ensino da escrita processual de texto dissertativo-argumentativo

Abstract

The reality of writing classes in public schools presents significant challenges due to the demands of external assessments and the need to develop students' writing skills, especially when they are not accustomed to producing argumentative-discursive texts. In this context, this research investigates viable pedagogical practices in the school environment. Therefore, the following research question is defined: How can feedback contribute to the teaching of the argumentative-discursive genre, from the perspective of procedural writing in a language pedagogical project? The general objective is to analyze feedback related to the argumentative-discursive text productions of third-year high school students, from the perspective of procedural writing, through a language pedagogical project. The specific objectives are: 1) to describe the stages of the language pedagogical project and its potential contributions to the teaching of procedural writing; 2) to identify, in students' written productions, whether feedback contributes to the teaching of the argumentative-discursive genre; 3) to present elements of pedagogical practice that can be improved to strengthen the procedural approach to writing. Methodologically, a qualitative approach is adopted, with data collection conducted through documentary analysis of the written productions of three third-grade high school students from a São Paulo state school, part of the Full-Time Education Program. The texts were produced during a language pedagogical project developed in 2023. The results revealed that the authors of the analyzed essays demonstrated progress in writing argumentative-discursive texts, according to the parameters of the correction board used. This progress was possible because the students developed the work according to the perspective of the stages of procedural writing, using the language pedagogical project as a writing plan and a source of information necessary for writing. The writing classes, conducted in a procedural manner, also contributed to the development of the knowledge necessary for writing texts. It is concluded that the results achieved were due, among other reasons, to teacher mediation through shared feedback, a reflective and formative resource that promotes learning by allowing students to become aware of what they have already learned and what they still need to learn