A modalização como estratégia de leitura e escrita

Abstract

This research aims to contribute to the Portuguese language teaching in school Melvin Jones, located in Uruará (PA). It focuses on students in 9th grade and its object of attention is a fact of the language in respect of which these students show little domain: the use of modalization. Based on the theories of functionalism and argumentativity, efforts were invested in the construction of an educational notebook, in order to enable students, especially through activities anchored in genres, the expansion of its communicative ability; and provide teachers with a reflection on actions conducted in class in a dialogical perspective, seeking to enter the reflective grammar in teaching. Through a methodology focused on action research, are analyzed and proposed teaching-learning situations on modalization in various genres, directed to the 9th grade classes of elementary school. From the notions and concepts of Neves (1997, 2002.2004) Travaglia (2004, 2009, 2013), Koch (1996, 2000.2002), Dolz & Schenewwlly (2004), and Castilho Castilho (1993) among others, it was conducted a study focused on the conception of language as a dialogic activity that updates in everyday discourse and is embodied in the diversity of genres. The study of modalization conducted led to the conclusion that the teaching methodology guided by the use of grammar assumptions (reflective) and didactization of genres graduate students with broad language skills of textual production and reading comprehension.