Resumo

MORENO SERNA, Lina María; GALINDO, Angelmiro  e  MURILLO, Andrés Felipe. Persuasive argumentation in elementary school based on a didactic sequence with a metacognitive approach. Leng. [online]. 2021, vol.49, n.2, pp.438-483.  Epub 07-Jul-2021. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v49i2.11019.

This qualitative action-research study evaluated the impact of the implementation of a didactic sequence with a metacognitive approach on the construction of discursive organization and the use of persuasive mechanisms in the persuasive argumentative text of electoral nature, written by the participants of the study in Spanish L1. Participants were a non-probabilistic sample of 37 5th graders from a bilingual public school (English L2 immersion program) in Quindío, Colombia. Thirty-seven students participated in the diagnostic test and 27 in the final test. Four phases constituted the research design: diagnosis, planning, action and evaluation. The data collection instruments were: (1) Spanish L1 writing test of the electoral persuasive text, (2) Evaluation rubric, (3) Student reflection interview on the writing process and metacognitive skills, (4) Student portfolio, and (5) Teacher reflection interview on metacognitive teaching strategies and perception of persuasive argumentative writing. Results from the assessment of students’ writing indicated that the impact on both measures of argumentative discourse organization and use of persuasive mechanisms were related to the assessment measures involved. The results of the observation evidenced the metacognitive behavior in the focused written production, as well as the use of textual structure and persuasive mechanisms. It was concluded that the didactic sequence implemented improved students' mastery of several mechanisms of textual organization and persuasion.

Palavras-chave : discursive organization; persuasive argumentation; persuasive mechanisms; metacognitive didactic sequence.

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