Meu bairro, meu ambiente: argumentação emancipadora nos anos iniciais do ensino fundamental
The teaching of argumentation as a social practice has been a subject of interest for researchers in language studies, both in the context of basic education and higher education. Intervention proposals that take this perspective as a central axis do not prioritize teaching about argumentation. Inst...
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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/123456789/58000 |
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| Resumo: | The teaching of argumentation as a social practice has been a subject of interest for researchers in language studies, both in the context of basic education and higher education. Intervention proposals that take this perspective as a central axis do not prioritize teaching about argumentation. Instead, they seek to drive a teaching and learning process where the focus is on the social uses of argumentation through critical and creative work with different languages and semiotic resources. To contribute to this perspective, this dissertation focuses on the teaching of argumentation as an emancipatory social practice integrated into a literacy project (PL). Our general objective is to investigate how the teaching of argumentation as an emancipatory social practice is characterized through an PL developed in the early years of elementary school. To achieve this, we establish two specific objectives: (i) identify actions that promote the teaching and learning process of argumentation as an emancipatory social practice in this PL; (ii) Analyze the articulation of events and practices that characterize this process. In pursuing our objectives, we rely on the dialogical conception of language from the Bakhtin Circle (Volóchinov, 2017), studies on literacy from a sociocultural perspective (Kleiman, 1995; Tinoco, 2008), critical pedagogyde (Freire, 2018), and the teaching of argumentation as an emancipatory social practice (Azevedo; Tinoco, 2019; Azevedo; Piris, 2023). Methodologically, this critical/emancipatory action research (Teixeira; Neto, 2017) with a qualitative paradigm and an ethnographic perspective (André, 1995) is anchored in Applied Linguistics (Moita Lopes, 2006; Kleiman; De Grande, 2015). Collaborators in this research include teachers, students in the 5th year of elementary school, and other internal and external agents from a municipal school in Parnamirim, Rio Grande do Norte. The instruments used for data generation were field notes, photographs, written (and rewritten), oral, and multimodal texts of different discursive genres. The results emphasize that the teaching and learning process of argumentation as an emancipatory social practice integrated into an PL improves: (i) actions of teacher professional development focused on situated practice, which strengthens language teaching as a social practice; (ii) practices of reading, writing, orality, and listening of early elementary school students, centered on a network of activities and discursive genres that organically emerge from the PL and, due to their specific social purposes, go beyond teacherstudent interaction and the school space. This improvement redefines the actions of the agents, who come to see reading, writing, and argumentation (oral, written, multimodal) as social practices that underpin life in society and, therefore, are not limited to the school space. |
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