Gramática discursivo-funcional e práticas de leitura: um estudo de caso no ensino médio

Abstract

The central question that guides this research is: how can Functional Discourse Grammar (FDG) contribute to a more functional reading among high school students? It is well known that reading is not just a passive activity, but rather a process of interaction between the reader and the text, where the reader interprets, questions and dialogues with the ideas presented, taking into account that reading is not only about deciphering words, but understanding the statement as a construction that reflects intentions. Therefore, this study aims to investigate how the application of FDG can favor more efficient, interactive and socially contextualized reading practices among high school students. To this end, we based ourselves on theorists such as Travaglia (2009), Solé (2024), Orlandi (2005) Bakhtin (2011), Neves (2019), among others. The research was carried out through a case study involving 10 (ten) participants, all high school students from the public school system. Data collection was carried out in three stages: application of a diagnostic test, implementation of intervention workshops based on the principles of the FDG, and a final test to assess the changes that occurred. Participant observation with recording in a research diary was used throughout the research. The results indicated that the FDG, when applied in a contextualized and dialogic manner, favors the development of a more critical, sensitive, and functional reading style, contributing to the formation of independent readers in high school. It is concluded that teaching the Portuguese language, centered on meaningful reading and writing practices, should be understood as a tool for citizenship, inclusion, and social transformation. And, in this context, grammar ceases to be an end in itself and becomes a means of understanding and intervening in the world