Informatividade nos textos opinativos escritos em situação escolar

Abstract

This research, which is about the informativity of textuality as a factor in the opinionated text redaction performed as an exercise in schools, from the restlessness caused by repetition of the same ideas in the expression of opinionated students, what we name here common sense. Also motivated by the evident importance given to the students' written production, whether as a practice in the classroom, whether in external examinations that assess the quality of basic education. The challenge of finding ways to improve the production of written opinions led to a revision of informativity among the textuality factors postulated by Beaugrande & Dressler (1981). This made it possible to understand how the new material exerts control in the selection of meaningful content of the texts and how, thus limiting the informativity or motivates communicability, to the extent that there are instances that indicate low, medium or high informativity. To measure the informativity of these orders, the sources of information expectations were organized in linguistic knowledge and conception of reality, constituting criteria for analysis in the research corpus. In four opinion writings texts produced in the school situation, deconstructed the microstructure to macrostructure, it was observed occurrences of the degrees of informativity. The results indicate that the texts that usually find common sense ideas are characteristic of low informativity, the texts of average informativity are models that guide the appropriate text, and the production of high informativity are difficult to interpret, in need of simplification to be understood . They are finding that open the way to improve the production of texts in school, since they allow a more precise evaluation of the quality of the thematic approach of opinion pieces