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The topical organization phenomenon is part of the person’s linguistic knowledge related to the distribution of information in a text. The main goal of this research is to offer a didactic approach about the metatextual awareness development on students related to the topical structure of the argumentative paragraph. To reach this goal, at first, we produced a teaching material with activities based on metalinguistic processes — identification of parameters, comparison between good and bad written structures, production, and correction of mistakes (GERHARDT, 2016) — and also with information about metaestrategic knowledge related to written processes. After that, this material was used by students, due to check the effect of didatic unit on the students’ perception of the topical organization, on their text production and on experience of using the proposed methodology in classroom. We conclude that the efficiency of the didactic material could not be assessed because of the students’ disengagement to perform the metalinguistic operations and to apply writing strategies. Despite this disengagement, it is argued that metacognitive and metalinguistic development should be implemented from the beginning of school life, since it corresponds to a language teaching proposal focused on the process capable of replacing the current language teaching centered on the product.

DESENVOLVIMENTO DA CONSCIÊNCIA METATEXTUAL SOBRE A ESTRUTURA TÓPICA DO PARÁGRAFO