A INFORMATIVIDADE NA SALA DE AULA: INVESTINDO EM ATIVIDADES PARA A PRODUÇÃO DE TEXTOS ARGUMENTATIVOS.

In this work, we analyze an activity developed during Arnemann's research (2017) which focalized the informativity principle with students from nightly high school, verifying how the articulation between linguistic and epilinguistic activities contributes to obtain advances in the written production of argumentative genres. The theoretical referential presents authors of Text Linguistics (LT) with regard to informativity (BEAUGRANDE e DRESSLER, 1981; VAL, 1994), also adding authors of Information Science (CAPURRO e HJORLAND, 2007; CUNHA, 2001). Besides that, regarding the teaching and learning of Portuguese Language, we discuss about the approach, which gave support for the analysis, that prioritize the activities about the exercises (ENGSTRÖM, 2002), classifying them in: linguistics, epilinguistics and metalinguistics (FRANCHI, 2006; GERALDI, 1991; TRAVAGLIA, 1995). The results demonstrate advances regarding the informativity of the productions, which were mainly due to the articulation between procedures of linguistic nature (production and comprehension of textos) and epilinguistic (reflection from production). [ABSTRACT FROM AUTHOR]