A view of how active methodologies contribute to textual production, a case study conducted with 3rd-year high school classes at a state school in the city of Manaus in 2020

Abstract

This study focused on active methodologies in teaching text production in high school,  specifically in 3rd-year classes at a state school. It arose from the need to investigate  the difficulties faced by students in text production and whether a new method could  improve reading and writing skills. The objective was to analyze high school students'  perceptions of the challenges involved in writing during text production. The team did  not foresee the COVID-19 pandemic, which made the work more in-depth. The method  used was the flipped classroom, since the circumstances transformed the student into  a researcher. The research methodology involved a mixed and exploratory approach,  using a structured questionnaire with closed and open questions, directed to students  at the state school. Students have difficulties writing argumentative texts, such as  essays. Students believe that reading is very important to improve writing, as they have  come to believe that active methodologies help them understand and produce texts of  better quality; this indicates that the school should prioritize the practice of reading and  writing in the curriculum to form critical and independent students.