Ensino de argumentação em livro didático
For 150 years, in Brazil, the Portuguese language has been taught. During all this time, changes have been operationalized by different institutional forces: official documents that parameterize this teaching, public policies for teacher education, academic research, textbooks. With the publication...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/45761 |
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| Resumo: | For 150 years, in Brazil, the Portuguese language has been taught. During all this time, changes
have been operationalized by different institutional forces: official documents that parameterize
this teaching, public policies for teacher education, academic research, textbooks. With the
publication of the Base Nacional Comum Curricular (BRASIL, 2017), some more changes have
been proposed. Two of them are the formalization of work with competencies and abilities and
the emphasis on the competency of argumentation, which becomes mandatory in all basic
education. This tends to reshape Portuguese language teaching because the BNCC's concept of
argumentation focuses on social interaction and, consequently, the uses of language in the most
varied spheres of human activity. Therefore, during the schooling process, it becomes even
more imperative to provide students with situations in which argumentation is the means of
resolving conflicts, reaching consensus and working collaboratively towards goals to be
achieved. Because of this, teaching materials and teaching actions need to be adapted. These
adjustments involve incorporating argumentation as a teaching object and developing work
based on social uses, which some Brazilian researchers have already studied, such as Ribeiro
(2009); Liberali (2013); Aquino (2018); Azevedo; Tinoco (2019). To contribute to this
reflection, in this qualitative and interpretive documentary research, we aim, in general, to
investigate the proposal for teaching argumentation in the educational collection Geração Alpha
Língua Portuguesa, approved in PNLD 2020, and specifically, to analyze the differentials of
the work with the argumentation in some projects in the section Interação of the aforementioned
collection. Methodologically anchored in the area of Applied Linguistics (MOITA LOPES,
1996; KLEIMAN; DE GRANDE, 2015), this dissertation is theoretically based on two central
fields: literacy studies from a sociocultural perspective (KLEIMAN, 1995; TINOCO, 2008)
and interactional argumentation perspective (GRÁCIO, 2010; PLANTIN, 2008; SANTOS;
AZEVEDO, 2017). Data analysis highlights that the proposal of teaching argumentation
through projects that bring together the axes of reading, text production (oral, written,
multisemiotic), orality and linguistic/semiotic analysis encourages students to use
argumentation in different social actions mediated by diverse languages. With this,
argumentation is no longer just a teaching object to become a social practice, something which
is experienced, in other words, is a competence that can support social action at school and beyond. |
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