O gênero discursivo-textual carta de reclamação: uma proposta de uma sequência didática funcionalista com a exploração das tecnologias digitais

Abstract

Designing activities that arouse students' interest and simultaneously contribute to improving their skills and abilities is a great challenge for many educators, even more so considering the transformation in people's communication these days, triggered mainly by digital technologies. Therefore, when we relate these innovations to the educational area, we realise the need for new ways of learning and teaching. In this sense, the functionalist didactic sequence, a teaching proposal developed by Casseb-Galvão and Duarte (2018), makes this integration. It is a set of activities that contemplate discursive textual genres as a teaching tool, enabling the study of grammar as a function of language in use, not isolated from the experience of language. Because of these considerations, this research question arose: how to work productively a functionalist didactic sequence in a seventh-grade class? To answer this question, we elaborated and applied a functionalist didactic sequence with reading and production activities of the complaint letter discursive textual genre using digital technologies, in a public secondary school, year 7, in the city of Cambé-Paraná. We outlined three specific objectives for this study: to explain the theoretical and methodological assumptions of the functionalist didactic sequence with the exploration of digital technologies; to describe the application of the FDS with the students; and to analyse the results. To this end, we exposed functionalist conceptual support as a basis for the FDS, mainly from the studies of Casseb-Galvão and Duarte (2018), Duarte (2015), Schneuwly and Dolz (2010), Neves (2018) Rojo and Moura (2019), Rojo and Barbosa (2015), Rojo (2013), Koch and Elias (2018). As the main results of this research, we emphasise that the proposed didactic sequence with the complaint letter genre proved to be operational in terms of didactic organization and productive for the development of students' discursive-textual and argumentative competence, through activities that encompassed essential enunciative elements of the complaint letter genre in a contextualized study of language and topics such as law and citizenship. The analyses show that the functionalist didactic sequence contributed to the development of the students to express themselves critically, and appropriately to the socio-communicative situation, presenting their positions to convince their interlocutor to attend to their claim, with the use of argumentative resources. Thus, concerning the production of the complaint letter, students produced texts that meet the relevant aspects of the genre regarding enunciative features, the presentation of argumentative strategies and the use of argumentative operators.