ANÁLISE DO DISCURSO: UM CAMINHO PARA APRIMORAR A REDAÇÃO NO ENSINO MÉDIO

Abstract

This study addresses pedagogical practices in teaching writing in high school, focusing on the challenges students face in developing writing skills. The research problem investigates what these challenges are and how innovative methodologies, such as discourse analysis and encouraging a broader reading repertoire, can help overcome them. The main objective is to analyze students' difficulties in writing education and explore how these methodologies can foster writing development, as well as integrate writing instruction with the development of critical thinking. The methodology adopted was based on a literature review on writing instruction, emphasizing methodologies that contribute to improving writing skills. The results indicated that the main challenges students face are related to a lack of clarity and coherence in articulating ideas, a limited cultural repertoire, and a lack of methodologies that integrate writing with critical thinking. Discourse analysis was crucial in identifying linguistic aspects that affect text quality. It was also observed that promoting critical reading significantly contributes to expanding students' repertoire and building stronger arguments. In conclusion, high school pedagogical practices need to be reconsidered, integrating discourse analysis and promoting reading to overcome the challenges in teaching writing.