Os efeitos da sequência didática na reescrita de textos dissertativos-argumentativos

Abstract

This work aimed to investigate the effects of the didactic sequence in the rewriting of argumentative-essay texts, specifically in Competences II and III, of the students of the 3rd year of High School. In this sense, we try to answer the following question: What is the effect of the didactic sequence in the rewriting process of argumentative-essay texts? The present research was based on the studies of Serafini (2000) and Passarelli (2012) on textual production as a process. As a methodological procedure, we made some interventions based on a didactic sequence that addressed the five competencies of the Enem correction matrix. The corpus consisted of 32 essays, 16 of which were for the initial production and 16 for the final production. For the analysis of these texts, we used the levels of performance of competence II and competence III of the Enem Correction Matrix, since the students presented more difficulties in these competences. The results show that the final productions showed an improvement over the initial productions. We conclude that the application of the didactic sequence was of importance importance in the rewriting of the argumentative-essay texts by these students.