Compreensão das variáveis do contexto de situação para exposição de um ponto de vista em artigos de opinião.

Abstract

Textual production at school demands a methodology that is able to relate/develop reading and writing as one is intrinsically linked to the other. In this view, this text aims to describe and analyze how deconstruction and detailed reading, two phases of the Reading to Learn program, provided an understanding of the variables in the context of the situation, and how it influenced the exposure of views in Opinion Articles produced by a 2nd grade High School class, as well as observing the lexical-grammatical choices made in the guiding notes provided to guide the rewriting of texts. The study is action research and is anchored in the principles of SystemicFunctional Linguistics - LSF (FUZER; CABRAL, 2014; HALLIDAY; MATTHIESSEN, 2014; MUNIZ DA SILVA, 2015), having executed in place in a public school, located in municipality of Araguaína/TO. Aiming to achieve our purposes, we asked students to carry out the preparation of their texts only after moments of deconstruction, detailed reading of a copy and resolution of an activity to verify the understanding of contextual variables. In this sense, our corpus consists for two questionnaires referring to the text worked in the classroom, two opinion articles produced by the students and as well as by guidance notes provided for them to develop the individual rewritings. The results showed that the variables field, relationship and mode were understood through the steps of deconstruction and detailed reading, as well as guided the written textual productions by the students.