What does the Portuguese Language Textbook Propose When It Comes to the Genre Opinion Article? Investigations on the Portuguese Work: Context, Interlocution and Meaning

ABSTRACT In this work, the didactization of the genre of opinion article is investigated in the textbook collection Português: contexto, interlocução e sentido, with the objective to identify the teaching strategies of the opinion article genre and to reflect on the proposal of the work for the teaching-learning process. The relevance of the object of reflection is emphasized because the article of opinion is a textual/discursive genre that, when didactized, can favor the development of communicative competence for collective interest decision-making, and for the collection having received prominence in the evaluation of the National Textbook Program (2015) as the only one that has the discursive perspective of approaching the various axes of Portuguese language teaching, as well as updating the theoretical principles that underpin its work. This is a qualitative and interpretive documentary research, whose data were treated using elements of the categorical content analysis technique defined by Bardin (2009). It is theoretically based on the dialogue with the theoretical assumptions of Sociodiscursive Interactionism, by Bronckart (2006, 1999) and Schneuwly and Dolz (2004), in the concept of an opinion article by Gonçalves and Higa (2012), and in the perspective of textual production in a school context, by Antunes (2009, 2003). It is evident that, although there are strategies that may favor the elaboration of the opinion article, some problems are identified in the analyzed material, among them the absence of final production articulated with the work experienced in the process of reflection on gender; fragmentation of texts that support the discussion; as well as lack of articulation between elements that make up the chapter.

摘要 本研究以《葡萄牙语：语境、互动与意义》教材集为研究对象，探讨观点型文章（opinion article）体裁的教学化处理路径，旨在识别该体裁的教学策略，并反思该教材集针对教学过程所设计的教学方案。本研究着重强调反思对象的研究价值：观点型文章作为一种文本/话语体裁，经教学化处理后，可助力学习者发展用于集体利益决策的交际能力；此外，该教材集在2015年全国教材项目（National Textbook Program）评审中获评突出地位，是唯一以话语视角覆盖葡萄牙语教学各核心维度的教材集，且其自身所依托的理论原则亦完成了更新。本研究属于质性解释性文献研究，研究数据采用巴丹（Bardin，2009）提出的分类内容分析法进行处理。本研究的理论基础涵盖：布朗卡特（Bronckart，2006、1999）、施诺伊夫利与多尔茨（Schneuwly & Dolz，2004）提出的社会话语互动主义（Sociodiscursive Interactionism）理论假设；贡萨尔维斯与希加（Gonçalves & Higa，2012）对观点型文章的概念界定；以及安图内斯（Antunes，2009、2003）提出的学校语境下的文本创作视角。研究结果表明，尽管部分教学策略有助于观点型文章的撰写，但在分析的教材材料中仍存在若干问题：一是未设置与体裁反思过程中开展的学习活动相衔接的最终写作任务；二是支撑课堂讨论的文本存在碎片化问题；三是章节各构成要素间缺乏有效衔接。