PRODUÇÃO DE TEXTO A PARTIR DE SEQUÊNCIA DIDÁTICA: desenvolvendo as capacidades de linguagem

• Ano de defesa: 2024
• Autor(a) principal: SILVA, Orlando Dias da
• Orientador(a): LIMA, Paulo da Silva
• Banca de defesa: LIMA, Paulo da Silva , OLIVEIRA, Rubenil da Silva , FEITOSA, Luziane de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - Campus Bacabal
• Departamento: DEPARTAMENTO DE LETRAS/CCH
• País: Brasil
• Palavras-chave em Português: sequência didática; progressão temática; estruturação textual; ensino da escrita; planejamento pedagógico
• Palavras-chave em Inglês: didactic sequence; thematic progression; textual structuring; writing teaching; pedagogical planning
• Área do conhecimento CNPq: Orientação Educacional
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5584

This study investigates the impact of didactic sequences on thematic progression and textual structuring in the context of writing instruction. After analyzing various texts by specialized authors, the importance of a careful and context-adapted approach in planning and implementing didactic sequences is highlighted. It is observed that when these practices are developed and adjusted according to the students' needs and characteristics, they have the potential to foster the development of writing skills, including thematic progression and textual organization. Furthermore, didactic sequences can create a motivating learning environment, encouraging students to explore and enhance their writing skills. Thematic progression, which involves coherent and progressive articulation of ideas throughout the text, and textual structuring, which entails effective organization of textual elements to achieve communicative objectives, emerge as crucial aspects in the development of students' writing competence. Therefore, it is essential for the planning and implementation of didactic sequences to be guided by a deep understanding of writing processes and the specific needs of learners. Thus, this study emphasizes the importance of a reflective and critical approach in writing instruction, conceptualizing didactic sequences as flexible and adaptable tools capable of promoting meaningful and sustainable learning over time.