2. Practical experience in writing classes
Posted: Sat Apr 19, 2025 10:30 am
An experience reported by Andrade et al. (2019) exemplifies the use of SAI in Writing classes for the 3rd year of High School at the Federal Institute of Sergipe:
Tool used: Telegram, chosen for its flexibility and potential for educational purposes.
Groups created:
Writing room tips: shared guidance and current events to enrich students’ repertoire.
Newsroom: updated students with information from major newspapers.
Proposed writing room: centralized writing topics, worked on in groups or individually during classes.
Methodology
The proposal aimed to develop find your mobile number database skills for the production of dissertative-argumentative texts, especially for ENEM ;
The teacher made support materials available on Telegram;
Thus, during classes, students participated in debates, wrote texts and improved their arguments.
3. Problem-Based Learning (PBL)
Activity: Solving Social Problems in Essay Form
Dynamics:
Students are given a problem scenario. For example: “A school is experiencing high rates of bullying and wants to implement actions to reduce the problem.”
In groups, students research, discuss and develop possible solutions to the problem.
Then, each group presents their solution orally and writes a dissertative-argumentative essay defending the proposal.
Example of a Theme: “How can education be an instrument to combat bullying in Brazilian schools?”
Objective: To integrate research, discussion and written argumentation.
4. Project-based learning
Activity: Sociocultural Repertoire Project
Dynamics:
Students choose a relevant topic, such as “The Impacts of Technology on Education.”
For weeks, they research news, watch documentaries, interview experts (teachers, family members) and gather data.
The result of the project is presented in the form of an essay and a seminar.
Objective: Expand the sociocultural repertoire and work on writing based on practical experiences.
5. Gamification
Activity: Argumentation-Based Essay Competition
Dynamics:
The class is divided into two teams. The teacher presents a controversial topic (e.g.: “Should compulsory voting be allowed in Brazil?”).
Each team develops arguments to defend or refute the issue.
Finally, after the oral argument, students write an individual essay defending the team's point of view.
Objective: To stimulate critical argumentation and teamwork in a playful way.
Tool used: Telegram, chosen for its flexibility and potential for educational purposes.
Groups created:
Writing room tips: shared guidance and current events to enrich students’ repertoire.
Newsroom: updated students with information from major newspapers.
Proposed writing room: centralized writing topics, worked on in groups or individually during classes.
Methodology
The proposal aimed to develop find your mobile number database skills for the production of dissertative-argumentative texts, especially for ENEM ;
The teacher made support materials available on Telegram;
Thus, during classes, students participated in debates, wrote texts and improved their arguments.
3. Problem-Based Learning (PBL)
Activity: Solving Social Problems in Essay Form
Dynamics:
Students are given a problem scenario. For example: “A school is experiencing high rates of bullying and wants to implement actions to reduce the problem.”
In groups, students research, discuss and develop possible solutions to the problem.
Then, each group presents their solution orally and writes a dissertative-argumentative essay defending the proposal.
Example of a Theme: “How can education be an instrument to combat bullying in Brazilian schools?”
Objective: To integrate research, discussion and written argumentation.
4. Project-based learning
Activity: Sociocultural Repertoire Project
Dynamics:
Students choose a relevant topic, such as “The Impacts of Technology on Education.”
For weeks, they research news, watch documentaries, interview experts (teachers, family members) and gather data.
The result of the project is presented in the form of an essay and a seminar.
Objective: Expand the sociocultural repertoire and work on writing based on practical experiences.
5. Gamification
Activity: Argumentation-Based Essay Competition
Dynamics:
The class is divided into two teams. The teacher presents a controversial topic (e.g.: “Should compulsory voting be allowed in Brazil?”).
Each team develops arguments to defend or refute the issue.
Finally, after the oral argument, students write an individual essay defending the team's point of view.
Objective: To stimulate critical argumentation and teamwork in a playful way.