A metacognição do argumentar: uma proposta didática introdutória para o ensino fundamental pela produção de resenhas críticas de filme

Abstract

This dissertation intends to contribute to the teaching-learning of the practice of reading and writing argumentative texts in a metacognitive perspective. Specifically, there are two objectives: (1) to contribute to students’ gaining awareness of the argumentative scene, its components and procedures, according to French Discourse Analysis, in particular, to Charaudeau's Semiolinguistic Theory (2016) and (2) to promote the planning, monitoring and evaluating of the writing process, in accordance with the regulatory sequence proposed by Schraw (2001). Therefore, a didactic proposal is presented, divided in three modules that reflect the regulatory sequence of the writing process, in order to support the student’s production of a critical review of a short film whose theme is racism. Along this sequence, conditional, procedural and declarative knowledge related to reading and writing texts organized in an argumentative mode are approached.