Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face?  The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance.  The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.

This diploma thesis deals with the integration of pupils with another mother tongue into the Czech elementary school. The thesis has a theoretical-empirical character. The theoretical part is based on professional literature and provides basic information on the number of foreigners in the Czech Republic, migration, categories of foreigners and legislation related to the stay of foreigners in the Czech Republic. It also deals with the term of a pupil with another mother tongue, as well as the legislation related to the education of these pupils in the Czech Republic. It describes in detail how to integrate a pupil with another mother tongue into school. At the end of the theoretical part of the thesis are described barriers that prevent inclusion of pupils and activities that would facilitate integration. The aim of the empirical part of the thesis is to find out how the integration of pupils with a different mother tongue into the Czech elementary school from the point of view of pedagogues and teachers assistants is taking place. The research survey is of good quality. Data are obtained through semi-structured interviews with 4 teachers and 4 teacher assistants. Among the main findings of the research is that a key factor in integrating the pupil is his family, which can help with inclusion and...

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

The question that I would like to visualize, rethink and reassess is the relationship between the theoretical and practical knowledge in my profession. I work as a guidance counselor in the subject of mother tongue with newly arrived pupils. The aim with my essay is to process and stigmatize literary researches as well as my own theoretical and practical knowledge, thoughts, experiences and reflections. I am analyzing the profession of a guidance counselor and the everyday life in my situation as a mother tongue teacher. I stress the knowledge and abilities that are needed for a guidance counselor to analyze my own teaching methods on a deeper level. I hope that my experience, practical and theoretical knowledge can benefit colleagues in the same profession as me, and especially those who work with newly arrived students in Sweden. I have chosen to write this essay on the basis of my self-perceived events to analyze my own teaching methods for a better understanding. In my research, I came to the conclusion that both theoretical and practical knowledge are both equally as important in my profession. / Relationen mellan teoretisk och praktisk kunskap i mitt yrke som studiehandledare på modersmålet är fråga som jag vill synliggöra, ompröva och omvärdera. Syftet med min uppsats är att bearbeta och systematisera forskningslitteratur samt egna teoretiska och praktiska kunskaper, funderingar, tankar, erfarenheter och reflektioner. Jag synliggör de kunskaper och förmågor som behövs för en studiehandledare på modersmålet för att analysera min egen undervisning på en djupare nivå. Min förhoppning är att min erfarenhet, de praktiska och teoretiska kunskaperna kan bidra till kollegornas nytta inom samma yrke och i synnerhet de som arbetar med nyanlända elever. Jag har valt att skriva min uppsats i essäform med utgångspunkten i egenupplevda händelser och analysera detta med reflektioner över min egen yrkespraktik för att nå bättre förståelse. I min undersökning kommer jag fram till att teoretiska och praktiska kunskaper är lika viktiga i mitt arbete.

<p>Suomen kieli on yksi Ruotsin vähemmistökielistä. Lain mukaan kaikki lapset, joilla on suomenkielinen tausta ja perustavat taidot suomen kielessä, ovat oikeutettuja suomenkielen opetukseen.</p><p>Tämä opinnäytetyö on pieni muotoinen kvalitatiivinen kartoitus Ruotsin peruskoulun suomen kielen opetuksesta. Teoria perustuu Ruotsin lakiin ja Ruotsin suomen kielen opetushistoriaan. Empiirinen osuus koostuu suomen kielen opettajien ja suomea opiskelevien oppilaiden haastatteluista sekä ruotsinsuomalaisen vapaakoulun rehtorin ja suomalaistaustaisen vanhemman kanssa käymistäni keskusteluista. Olen myös kysynyt usealta kunnalta suomen kielen opetuksen järjestelyistä ja sen toteuttamisesta.</p><p>Työn tavoitteena on kartoittaa suomen kielen opetuksen tämänhetkinen tilanne Ruotsin peruskoulussa. Eräs tutkimustulokseni osoittaa, että kunta ei tiedota tarpeeksi suomen kielen opetuksesta. Olen saanut myös selville, että pätevistä suomen kielenopettajista on pulaa Ruotsissa. Lisäksi olen todennut, että suomen kielen oppituntien pituus ei joissakin kunnissa yllä edes yhteen tuntiin. Kiertävien suomen opettajien työolot ovat stressaavia ja työpäivät koostuvat lähes pelkästään opetustunneista.</p><p>Kaikesta tästä olen tehnyt johtopäätöksen: suomen kielen opetuksen tilaa on parannettava laadukkailla opetustunneilla ja pätevillä opettajilla, joilla on hyväksyttävät työolot. Lisäksi opetuksen määrää täytyisi lisätä.</p> / <p>Finska är ett av Sveriges nationella minoritetsspråk. Enligt svensk lag har barn som har finsk bakgrund och grundläggande kunskaper i finska språket rätt till att få undervisning i finska.</p><p>I detta examensarbete presenterar jag en kort kvalitativ kartläggning av undervisningen i finska i den svenska grundskolan. Teoridelen bygger på förordningstexter och andra styrdokument samt litteratur om den historiska bakgrunden till dagens finskundervising i Sverige. Den empiriska informationen består av intervjuer av finska lärare och elever som läser finska samt diskussioner med en rektor i en sverigefinsk friskola och en förälder till ett barn som har ansökt om finskundervisning. Jag har även frågat flera kommuner om deras sätt att organisera och genomföra finskundervisning.</p><p>Syftet med detta examensarbete är att kartlägga finska språkets situation i dagens svenska grundskola. Ett av mina resultat är att kommunen inte informerar tillräckligt om finskundervisningen. Jag har också fått reda på att det råder brist på behöriga finska lärare i Sverige. Jag har även kommit fram till att finska lektioner i vissa kommuner är kortare än en timma. Ambulerande lärarna har stressiga arbetsförhållanden och arbetsdagarna består nästan endast av undervisningstillfällen.</p><p>Med hjälp av allt detta har jag kommit fram till följande slutsats: man måste förbättra villkoren för finskundervisningen med hjälp av högkvalitativ undervisning och behöriga lärare, som arbetar under acceptabla arbetsförhållanden. Dessutom bör undervisningstiden utökas.</p> / <p>Finnish is one of the Swedish minority languages. According to Swedish law children who have a Finnish background and basic knowledge of the Finnish language have a right to Finnish education.</p><p>In this Degree Project I present a short qualitative survey of the field of teaching of Finnish in Swedish primary schools. The theoretical frame work is based on Swedish law and the literature on the history of Finnish teaching in Sweden. The empirical data consist of interviews with Finnish teachers and their pupils and some discussions with a principal of the Sweden Finnish independent school and a parent for a child who had applied for Finnish education. In addition, several municipalities were surveyed about their plans forteaching Finnish.</p><p>The purpose of this study is to document the situation of the Finnish language in Swedish primary schools today. One of my findings is that municipalities do not provide adequate information about teaching in Finnish. A further finding is that there is a shortage of competent Finnish teachers in Sweden. I have also established that in some Swedish states schools the Finnish lessons are not even an hour long. The travelling teachers have stressful circumstances at work and workdays consist almost only of lessons.</p><p>From this my conclusion is that we have to improve conditions for Finnish language teaching with high qualitative teaching and with competent teachers who have acceptable working conditions. Furthermore teaching time should be increased.</p>

Syftet med denna studie är att ta reda på hur pedagoger (förskollärare) tar tillvara på flerspråkigheten i förskolan. Hur inkluderar pedagoger flerspråkiga barn med annat modersmål än svenska i förskolan samt hur stimulerar pedagoger flerspråkiga barns språkutveckling i förskolan? För att få svar på våra frågeställningar använde vi oss av kvalitativa intervjuer som tio utbildade förskollärare deltog i. Det resultat vi kom fram till utifrån våra intervjuer var att pedagogerna arbetar språkutvecklande och uppmärksammar flerspråkigheten som finns i barngrupperna. Pedagogerna anser att flerspråkigheten i förskolan är viktig att uppmärksamma då alla barn ska inkluderas i verksamheten. Pedagogerna anser att modersmålet är en del av barnens identitet, därav betonade de hur viktigt det är att barnen får med sig sitt modersmål redan från förskoleålder. Bristen på kunskap kring barnens olika språk har gjort det till en utmaning att stimulera barnens modersmål, därför betonar pedagogerna även hur viktigt det är att inkludera vårdnadshavarna i verksamheten för att stötta barnens språkutveckling. / The aim of this study focuses on how preschool teachers take advantage of multilingualism in preschool. How do preschool teachers include multilingual children with mother tongue other than Swedish in preschool? How do preschool teachers stimulate the language development of multilingual children in preschool? In order to get answers to our questions we used qualitative interviews in which ten educated preschool teacher participated. The preschool teachers highlighted the importance of including multilingualism in order for all the children to feel included.  The preschool teachers believe that the mother tongue is a part of the children’s identity. Therefore, the preschool teachers mention that the children should have their mother tongue from preschool age. The lack of knowledge about the children's different languages ​​has made it a challenge to stimulate the children's mother tongue. Therefore, the preschool teachers also emphasize how important it is to include guardians in the preschool activity to support the children's language development.

Magister Psychologiae - MPsych (Psychology) / Substance abuse is a global concern, particularly amongst adolescents. Research shows that secondary school learners in the Western Cape are susceptible to substance use due to the ease of access to and constant use of drugs and alcohol by their peers. The use of substances by adolescents has been linked to a number of negative consequences. The South African Substance Use Contextual Risk Instrument (SASUCRI) is an instrument developed for the purpose of identifying factors that lead to adolescent substance use and communities at risk of substance abuse. In the identification of these factors, appropriate interventions can be informed in terms of the areas that need to be focused on when dealing with the reduction of substance use. Two versions of the SASUCRI exist. However, in the investigation of the larger validation study, IsiXhosa mother-tongue learners were found to have responded to the English version of the SASUCRI. A sub-study to the larger study found that certain scales of the English version of the SASUCRI proved to be in-equivalent across the English and isiXhosa mother-tongue speakers. Recommendations were made for a further validation of the instrument by investigating the level of item bias within the in-equivalent scales, to determine the extent to which it measures what it was intended to measure. Using secondary data from the larger study, the current study investigated item bias on the identified inequivalent scales of the English version of the SASUCRI across the two language groups, using a differential research design and two statistical techniques (Mantel-Haenszel and logistic regression). The theoretical framework was that of Bias and Equivalence. Permission to conduct the study and use the data was granted from various institutions and people: the Western Cape Education Department and school principals, Committees at UWC, and the researcher of the larger study. Results revealed that bias was found in some of these scales which limit its ability to be used for its intended purpose. Therefore, recommendations for the adaptation of the English version were made.

Submitted by Alisson Mota (alisson.davidbeckam@gmail.com) on 2015-06-02T18:49:07Z No. of bitstreams: 1 Dissertação - Sérgio Armstrong Russo da Silva.pdf: 3976188 bytes, checksum: 4c68fe97342c72f3a0ddb906d657432e (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-02T18:57:15Z (GMT) No. of bitstreams: 1 Dissertação - Sérgio Armstrong Russo da Silva.pdf: 3976188 bytes, checksum: 4c68fe97342c72f3a0ddb906d657432e (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-02T19:03:05Z (GMT) No. of bitstreams: 1 Dissertação - Sérgio Armstrong Russo da Silva.pdf: 3976188 bytes, checksum: 4c68fe97342c72f3a0ddb906d657432e (MD5) / Made available in DSpace on 2015-06-02T19:03:05Z (GMT). No. of bitstreams: 1 Dissertação - Sérgio Armstrong Russo da Silva.pdf: 3976188 bytes, checksum: 4c68fe97342c72f3a0ddb906d657432e (MD5) Previous issue date: 2012-08-27 / Não Informada / This research paper aims to identify the circumstances which L1 appears in a language classroom, list all the occurrences in the classroom, identify when teachers would use L1 in their classrooms, analyze in which circumstances the book allows and even promotes L1 use, and organize the data raised in order to help foreign language teachers make right decisions in their classrooms. Therefore, it describes the circumstances in which both languages interact leading to a typological classification of its presence. First of all, it presents theories, approaches and methods from the classic era until present trends discussing the role and the presence of the mother tongue in the Foreign Language Teaching. Second, it shows the methodology used to gather the data and brings a presentation of the significant data collected. Fourth, we discuss the data presenting a typological classification of it. Finally, we review and evaluate everything we did in this research and present our conclusions. / O presente trabalho tem como objetivo identificar as situações em que a L1 aparece nas salas de aula de línguas estrangeiras modernas, inventariar essas ocorrências nas salas de aula, identificar em que contextos de condução de suas aulas os professores aplicariam a L1, examinar em que momentos o material permite e incentiva o uso da L1, e organizar os dados levantados para auxiliar os professores de línguas estrangeiras modernas nas tomadas de decisões relacionadas à presença da língua materna na sala de aula de língua estrangeira. Para isso, descreve-se as circunstâncias em que as línguas em presença interagem, levantando uma tipologia classificatória do aparecimento e das circunstâncias que cercam a presença da língua materna. Num primeiro momento, passa-se em revista teorias, métodos e abordagens de ensino de línguas desde o período clássico até os dias atuais, tendo como fio condutor a discussão sobre o papel e a presença da língua materna no ensino de línguas estrangeiras. Num segundo momento, expõe-se a escolha dos instrumentos metodológicos utilizados para a coleta dos dados e apresentam-se os dados significativos da pesquisa. Em um terceiro momento, discutem-se esses dados apresentando uma tipologia classificatória. Por fim, em um quarto e último momento, faz-se um balanço deste trabalho e apresenta-se as considerações finais.

Este trabalho propõe uma investigação sobre a reflexão explícita proposta por livros didáticos de Língua Portuguesa sobre a metáfora e sobre o papel desempenhado por ela na apresentação de conceitos, objetivando uma melhor compreensão de como acontecem o trabalho e o uso da metáfora nos livros didáticos. Além disso, o lugar da reflexão linguística em uma perspectiva de ensino do uso da língua ainda não é um consenso, então, uma discussão sobre esse aspecto torna-se necessária. Essas ações, que visam a contribuir para a elaboração de uma proposta de trabalho com a metáfora que valorize o seu papel na comunicação em geral e nas salas de aula, são o foco deste trabalho. Assim, esta pesquisa se propõe a (a) investigar a reflexão explícita sobre a metáfora (definição, exemplo e casos etc.) a partir do trabalho proposto com esse fenômeno por coleções de livros didáticos de Língua Portuguesa aprovadas pelo Programa Nacional do Livro Didático 2011; (b) investigar a ocorrência da metáfora em coleções de livros didáticos de Matemática, Ciências, História e Língua Portuguesa aprovadas pelo PNLD 2011; e (c) propor uma abordagem para o trabalho com a metáfora nas aulas de língua materna, que vise ao uso da metáfora, a partir das investigações propostas pelos objetivos (a) e (b). Esta é uma pesquisa qualitativa de análise de documentos em forma sequencial (descrição e posterior análise). O primeiro nível de análise contituiu-se da análise da reflexão explícita sobre a metáfora em livros didáticos de Língua Portuguesa. Nessa etapa, identificou-se que os pressupostos teóricos que embasam essa reflexão pertencem basicamente às visões Clássica, Substitutiva, Comparativa e Interativa da metáfora (ARISTÓTELES, 1997; BLACK, 1954, entre outros). As observações feitas sugerem que uma reflexão que contemplasse as contribuições das visões posteriores à Visão Interativa abordaria de forma mais abrangente a função desse fenômeno para a construção dos sentidos dos textos em que ele se faz presente. O segundo nível de análise foi a investigação acerca da ocorrência da metáfora nos livros didáticos de diferentes disciplinas. Nesse nível, identificouse que os pressupostos das visões Pragmática, Cognitiva e Cognitivo-discursiva (GRICE, 1975 [1967]; LAKOFF; JOHNSON, 1980; CAMERON, 2003, entre outros) são os que melhor justificam a ocorrência da metáfora na apresentação de conceitos e na proposição de exercícios. As limitações encontradas no primeiro nível de análise (restrição do escopo da metáfora, redução de suas funções etc), a ocorrência verificada no segundo nível e o contraste de pressupostos teóricos observados apontaram a necessidade de uma nova proposta de trabalho com a metáfora no ensino de língua materna. Diante disso, foi proposto o trabalho com a metáfora a partir (a) do conceito de espiral e do ciclo uso-reflexão-uso propostos pelos Parâmetros Curriculares Nacionais e pelos Referenciais Curriculares do Estado do Rio Grande do Sul; (b) da sua ocorrência em diferentes textos (propagandas, verbetes, divulgação científica, entre outros) e em diferentes disciplinas; e (c) de aspectos salientados nas visões discutidas sobre o fenômeno. / This paper proposes an investigation about the explicit reflection presented by course books of Brazilian Portuguese on metaphor and its role in the presentation of concepts, aiming to reach a better comprehension of how metaphor is worked and used in course books. Moreover, linguistic reflection in the perspective of language use teaching is not consensual, therefore a discussion about this aspect is also necessary. These actions - which intend to contribute to the development of proposals for a work with metaphor that appraise its role in general communication and in the classroom - are the main concern of this study. Thus, this research proposes to (a) investigate the explicit reflection on metaphor (definition, example and cases etc.) on the basis of the work with this phenomenon suggested by course book collections of Brazilian Portuguese approved by the national course book program (2011); (b) investigate the occurrence of metaphor in course book collections of Mathematics, Sciences, History and Brazilian Portuguese approved by the same program; and (c) propose an approach for the work with metaphor in mother tongue classes that works towards the use of metaphor, based on the analyses proposed by (a) and (b). This is a qualitative research based on the analysis of documents in a sequential manner (description and later analysis). The first level of study consists of an examination of the explicit reflection on metaphor present in course books of Brazilian Portuguese. At this stage, we could notice that the theoretical assumptions on which this reflection is based belong mainly to the Classical, Substitution, Comparison and Interaction views (ARISTOTLE, 1997; BLACK, 1954, and others). The observations suggest that a reflection that contemplates the contributions put forward by later perspectives would deal more comprehensively with the function of this phenomenon for the construction of meaning in the texts they are found. The second level of analysis was an examination of the occurrence of metaphor in course books of different school subjects. At this stage, we noticed that the assumptions of the Pragmatic, Cognitive and Cognitive-Discursive views (GRICE, 1957; LAKOFF; JOHNSON, 1980; CAMERON, 2003, and others) are the ones that better justify the occurrence of metaphor in the presentation of concepts and in the exercises proposed. The limitations found in the first stage of the study (restriction of the scope of metaphors, reduction of its functions, etc), the occurrence verified in the second stage, and the contrast between the theoretical assumptions observed point to the necessity of a new proposal for the work with metaphor in mother tongue teaching. Hence we propose a work with metaphor based on (a) the concept of “spiral” and the cycle of use-reflection-use proposed by the official documents which regulate education in Brazil (PCN and RC-RS); (b) its occurrence in different texts (advertisements, entries, scientific dissemination, among others) and in different school subjects; and (c) aspects of the discussed views about metaphor.

Este trabalho de pesquisa pretendeu investigar supostas mudanças ocorridas nos livros didáticos de Língua Portuguesa, a partir da publicação dos PCNs e da implementação do Programa Nacional do Livro Didático (PNLD) em meados da década de 1990. Estabeleceram-se como objetivos gerais verificar de modo os gêneros textuais vêm sendo abordados nesses manuais, sobretudo nas atividades de produção textual; e contribuir, dessa maneira, com a melhoria da qualidade dos LDs distribuídos aos alunos da rede pública de ensino. Como objetivos específicos, procurou-se verificar qual o espaço e a abordagem dispensados aos gêneros da esfera argumentativa nas orientações de produção textual apresentadas atualmente nos LDs, a partir da análise das coleções didáticas, destinadas a alunos de 5.ª e 6.ª séries do ensino fundamental, mais bem avaliadas pelo PNDL 2005; investigar de como esses gêneros vêm sendo trabalhados nas propostas de produção de texto, no que se refere às orientações quanto às condições de produção e às estratégias de textualização (planificação, revisão e reelaboração do texto); além, é claro, de constatar se essas atividades promovem de fato o desenvolvimento tanto das capacidades lingüístico-discursivas quanto das capacidades argumentativas. Levantamos a hipótese de que, se houve realmente mudanças em relação ao ensino-aprendizagem de língua materna a partir do estabelecimento dos gêneros do discurso como objetos de ensino, conforme preceituam os PCNs, deve ter ocorrido também o surgimento de uma outra postura em relação à abordagem dos gêneros argumentativos, sobretudo quanto à conscientização da necessidade de se trabalhar esses gêneros desde o início do processo de escolarização, uma vez que o desenvolvimento da capacidade de argumentar revela-se de fundamental importância como instrumento de cidadania e de resistência à manipulação ideológica. Para isso, buscou-se como instrumental teórico-metodológico os pressupostos da psicologia social de Vygotsky, sobretudo no que concerne ao papel da interação social para o desenvolvimento cognitivo e para a constituição de subjetividades; os estudos realizados no âmbito da lingüística textual; as reflexões advindas da análise do discurso, principalmente acerca da teoria dos gêneros, da dialogia e da polifonia de Bakhtin; as pesquisas aplicadas no âmbito da psicologia e das ciências da educação, realizadas por Schneuwly e seus colaboradores do Grupo de Genebra (Dolz, Pasquier e Bronckart), que têm como objetivo o desenvolvimento de seqüências didáticas para o ensino-aprendizagem dos gêneros do discurso como instrumentos de comunicação e interação social, promovendo a mediação didática entre a teoria do interacionismo sociodiscursivo (ISD) e as práticas de linguagem; e, por fim, a teoria moderna da argumentação ou Nova retórica, fundada por Perelman. / This research work aimed at investigating alleged changes in Portuguese language textbooks following the publication of the PCNs (Brazilian curricular parameters) and the implementation of the PNLD (National Textbook Program) in the mid-1990\'s. The general objectives included analyzing how these manuals have been dealing with text genres, specifically in activities concerning text production, thus helping to improve the quality of textbooks distributed to public school students. Specific objectives included examining the space reserved to and the approach used in argumentative genres pertaining to text production processes currently found in textbooks for 5th and 6th grades, as these materials were better assessed by the PNLD 2005; investigating how these genres have been used in text production proposals with respect to production conditions and textualization strategies (text planning, revision and rewriting); and, of course, checking whether those activities really foster the development of discursive-linguistic and argumentative capabilities. We claim that if changes occurred indeed in mother-tongue teaching-learning processes after discourse genres were established as teaching objectives, as stated in the PCNs, a new attitude also must have emerged in relation to the approach to argumentative genres, specially with respect to an awakening to the need to work with these genres from the beginning of the school experience, since the development of argumentative abilities is an essential tool in facing ideological manipulation. The theoretical-methodological basis for our work can be found in Vygotsky\'s social psychology, especially in what concerns the role of social interaction in cognitive development and in the construction of subjectivities; in studies conducted in the field of textual linguistics; in reflections resulting from discourse analysis, mainly with respect to genre theory, Bakhtin\'s dialogy and polyphony; in research works in psychology and education science conducted by Schneuwly and his collaborators from the Geneva Group (Dolz, Pasquier, and Bronckart) and which aim at developing didactic sequences for the teaching-learning of discourse genres as instruments of communication and social interaction, allowing for a didactic mediation between socio-discursive interactionism theory and language practices; and, lastly, in the modern argumentative theory - or New Rhetoric - introduced by Perelman.