The construction of viewpoints in school writing: The production of the open letter discursive gender

Abstract

This article discusses how to promote the construction of points of view among 9th grade elementary school students, who are enrolled in a public school in Sergipe, Brazil, when they positioned themselves in relation to social problems that affected their lives. As it is considered a category that is at the center of the dialogue (RABATEL, 2005), the point of view shows a crossing of perspectives, therefore, it can be developed based on different linguistic resources, among which are the implicit construction strategies and the direction of argumentative operators, which are linked to communicative purposes. The results obtained, through an action investigation, are the result of the articulation between the teaching practices and the productions of the students carried out in class. It was observed that students find it easy to establish relationships between texts and social contexts, but have difficulty understanding and using the linguistic elements that collaborate with the organization of a discursive position. However, this did not prevent students from participating in language practices in which they had to explain positions on social problems.