The textual genre argumentative letter of complaint: a proposal for a didactic sequence for EJA

In literate societies, mastery of reading and writing is a fundamental condition for active social participation. In this way, the school, as an institution responsible for teaching/learning such skills, has a fundamental role in the full formation of students, so that they can actively exercise their role as social protagonist. In this context, this article, resulting from a master's research carried out in the Professional Master's Program in Letters at the Federal University of Sergipe, aims to present a proposal for a didactic sequence for teaching the textual genre argumentative letter of complaint in Youth and Adult Education (EJA). It is applied research focusing on the action-research method, since it proposed an intervention in the classroom through reading, comprehension and written production activities, based on the genre argumentative letter of complaint, described in a didactic sequence based on the proposal of Dolz, Noverraz and Schneuwly (2004), following the adaptation proposed by Swiderski and Costa-Hubes (2009). The theoretical contribution is based on studies on Literacies, Critical Literacy, Reading and Writing as social practices and Textual/Discursive Genres. The relevance of this study lies in contributing to the advancement of research linked to writing skills, especially in EJA. The didactic sequence was not implemented due to the COVID-19 pandemic, but the conducted study can still have a positive impact on Portuguese language teaching and learning, serving as a valuable model or reference for teachers in other educational contexts.