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
本研究以教材系列《Portugués: contexto, interlocução e sentido（葡萄牙语：语境、交际与意义）》为研究对象，探究评论文本（opinion article）文体的教学化路径，旨在明确该文体的教学策略，并反思其在教学过程中的实施方案。本研究强调反思对象的重要性，原因在于：评论文本作为一种文本/话语文体，经教学化处理后，可助力学习者发展服务于集体利益决策的交际能力；且该教材系列在2015年全国教材项目评估（National Textbook Program）中获评突出，是唯一采用话语视角覆盖葡萄牙语教学各维度的教材，同时其依托的理论框架也得到了更新完善。本研究属于质性阐释性文献研究，采用巴丹（Bardin, 2009）提出的范畴化内容分析法对研究数据进行处理。本研究的理论基础涵盖：布朗卡特（Bronckart, 2006, 1999）、施努伊与多尔茨（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）对评论文体的概念界定，以及安图内斯（Antunes, 2009, 2003）提出的学校语境下的文本创作视角。研究显示，尽管存在若干有助于评论文本创作的教学策略，但经分析的教材材料仍存在三类问题：一是未设置与文体反思过程中所开展的教学活动相衔接的最终创作任务；二是支撑讨论的文本存在碎片化问题；三是章节内部各组成要素间缺乏逻辑关联。