Integrated Teaching Activities; Discursive genres; Students; Portuguese language; Mental health.

This research developed a challenge in the thematic study regarding “Mental Health at school” with discursive genres, as it is a recurring problem in today's society and relevant for discussions in the classroom. It was carried out with 8th year students from a public school in the municipality of Parintins-Amazonas, teaching the Portuguese language. The need to expand interactionist notions between the teacher and students regarding mental health perspectives was observed, taking into account cases of depression, anxiety and mutilation in the school context. This theme proposes to expand participant integration activities in reading, speaking and writing, based on Integrated Didactic Activities (ADIs), in order to understand how the language works in the most diverse social and communicative interactions. And how to analyze this theme in discursive textual genres, to improve students' reading, speaking and writing skills during the school process? With this objective of studying the reasons why discursive genres about Mental Health at School contribute to expanding the argumentative and productive capacity of 8th year elementary school students, the methodology studied by Integrated Didactic Activities (ADIs) was adopted. and, participatory intervention research, an analysis of the data with the texts to be read, discussed, reflected, appropriated and given new meanings by the group of students and the teacher, being able to gradually transform the knowledge acquired in the research into new teaching techniques and learning the Portuguese language. Thus, the first section was bibliographical research at a theoretical and exploratory level, in which I highlight Bakhtin (1997, 2011, 2016), Marcuschi (2010) and Moura (2017, 2019), in addition to using materials available on the Scielo and Google platforms Academic regarding the research topic. The second section presents in detail the methodological procedures and the organization of the intervention proposal with diverse activities regarding the use of the theme, which portrayed care and the importance of mental health in the social and school context. The last section specified the relationship between the teacher-researcher and the students, having as relevance the theme analyzed, in which the students developed practices based on reading, speaking and writing through texts, videos, lectures, conversation circles and written productions. , with a proposal to enhance students' discursive-argumentative process in order to provide an interactive dynamic in the classroom. Therefore, the Integrated Didactic Activities-ADIs contributed to the reflection of a single theme in different textual genres. From this perspective, it is important that the method studied in this research is explored with representative and dynamic activities, which allows the subject to position themselves in a critical and responsive way to societal factors.