PRODUÇÃO TEXTUAL NO ENSINO MÉDIO INTEGRADO: EM BUSCA DE UMA PRÁTICA PEDAGÓGICA EMANCIPADORA

Abstract

This work, the result of a research carried out in the master's degree offered by the Campus Morrinhos of the Federal Institute of Education, Science and Technology Goiano (IF Goiano), ProfEPT Program (Postgraduate Program in Professional and Technological Education), was dedicated to the search for a more expressive meaning of the activity 'textual production' in integrated high school, in order to achieve, in addition to preparing students for entry into higher education, the emancipatory power of the activity, in order to arouse in them the capacity for expressiveness and critical argumentation through the written language. The field research was carried out with students from the second-year classes of the Technical Courses in Commerce and Computer Networks, both integrated into High School, at the Ipameri Advanced Campus of the Goiano Federal Institute, and with Portuguese Language and Textual Production teachers of said campus. We carried out a qualitative-quantitative research, of the case study type, with bibliographical review and documental research, in order to subsidize studies on the conceptual bases of Professional and Technological Education and discussions on textual production in the school environment. For this, we resorted to authors such as Antunes (2010), Ciavatta (2005), Faraco (2009), Fiorin (2017, 2020), Freire (1967, 2011, 2019), Frigotto (2012), Guedes (2009), Koch and Elias (2015, 2018, 2020), Marcuschi (2008), Ramos (2014, 2017), Ribeiro (2018), Saviani (1995, 2007, 2008), Soares (1988, 1989, 2004) and others. After the results, we developed an educational product, in the form of a didactic sequence, based on the authors Dolz, Noverraz and Schneuwly (2004), which sought the relationship of the textual production activity with the omnilateral training, proposed by the Federal Institutes, by exploring the possibility of students’ emancipation, through the language of writing, as a tool available to achieve the possible contribution in the critical and social development of students, necessary for the exercise of citizenship. The educational product was applied to the students and presented to the teachers, the target audience of the research, having been asked, later, to answer a questionnaire to evaluate it. The completeness of the responding students of the evaluation stated that they liked the material and that it can help in the argumentation development through written language. As for the professors, all affirmed the effectiveness of the product in the development of the students' argumentative competence. They also affirmed the possibility of replicability in the IF Goiano and in any other educational institution. We achieved, through the activities proposed in the educational product, a possible contribution of textual production in the critical and social development of students, which makes them extremely relevant in their training.