ABSTRACT
In this work, we analyzed the results of the application of a didactic sequence with opinion
article, proposed by the Portuguese Olympiad 2008, with students of the third class of a
public high school of the Minas Gerais. We try to answer to the following question: until
point the utilization of a new methodology, with activities systematized of reading and
writing, having for base the characteristics of a textual gender, it can contribute for the
capacities development of the student as texts producer? We specifically observe the change
in the articulators elements use in opinion texts produced by submitted students to a didactic
sequence about opinion article. The matter was motivated by our experience in the
mastership and for official data, according to which ones great part of the students of the
public school does not dominate a knowledges set, abilities and competences related to
reading and writing procedures, compatible with your education period. The investigation it
guided by the studies of the Textual Linguistics about text and textual articulation, as well
as by the current theoretician-methodological tendencies contemplated in the National
Curricular Parameters and in the Common Portuguese Basic Contents. We follow the
experiments model of with two students' belonging groups to two distinct classes. The
group A, the one of control, did not take part in the Olympiad and produced a text. The
group B took part in the didactic sequence, during which produced initial and final texts.
The texts from both groups were submitted the quantitative and qualitative analyses, in
which we examined the uses of the articulators elements and the own aspects of the opinion
article. To the final cross the data, concerning about of which did a reflection about that
indicated, having in mind the lifted matter. Regarding the articulators elements, the analyses
indicated in the in the texts of the group controls and in the initial texts of the experimental
group the predominant use of markers of cause relationship and consequence and of
restriction, strategies considered basic in argumentative statements. After the application of
the didactic sequence, we verified in some final texts of the experimental group the
occurrence of articulator elements, that they didn't appear in the initial texts, besides the
most appropriate use of the articulators elements used in the initial texts. We believed,
therefore, that the activities proposed at the workshops of the didactic sequence, although
no accomplished in ideal conditions, have contributed to the progress in the use of those
resources, that for its time, they carted better cohesive effects in the students' texts. As for
the comparison between the traditional practice of written production and the methodology
of the didactic sequence, the results appeared for the still need to treat the textual production
as a process, which she can do through sequential activities. However, for that work to be
effective, countless factors that include the planning, the elaboration and the application of a
didactic sequence should be observed. Finally, we hoped these results can serve as base for
new reflections that involve, mainly, the relationships between linguistic studies and the
teaching of the Portuguese Language.
Words-key: articulators elements, opinion article, didactic sequence.