O ensino da argumentação para a formação crítica de alunos do 9° ano de uma escola pública em Pedregulho-SP

Abstract

This dissertation is the result of an action research elaborated in the light of the research line: "Language studies and social practices" and aimed at the critical training of 9th grade students of a public school in Pedregulho, in the state of São Paulo. From the perspective of textual linguistics, with some authors of rhetoric and in line with the supporting documents of Brazil (BNCC, PCN) and the Paulista Curriculum, we promote the teaching of argumentative writing by understanding it as essential for students in the context of society and, therefore, an important instrument of convincing among interlocutors, in addition to its requirement in admissions to universities, jobs and the like. Thus, after collecting quantitative data collected in a questionnaire, which made it possible to trace the profile of the research subjects and the diagnosis on recognition of argumentation by the students, we based our work a from the authors: Kock (2006), Koch and Elias (2006, 2017), Marchuschi (2008), among others. These studies allowed the elaboration of a didactic script that stimulated reflection and the production of arguments. We contemplate in this material, the readings of two short stories, namely "Corvoeirinhos", Roger Mello (2009) and "Following my brush", Dolores Devi (2017), which were carried out collaboratively, mediated by the teacher-researcher, and promoted the discussion about the planned motto. We also proposed other readings of texts on the same theme, since we know that the argumentation takes place by several genres, thus contributing to the formation of the lexicon and other argumentative strategies. After reading and performing playful activities on the concepts addressed, the students learned to use arguments that justified the critical position on the theme: "Should child or not work?". It is noteworthy that all methodological procedures were adapted to the remote context, since we were in social isolation due to the pandemic (SARS -COV -2), caused by the new coronavirus, allowing, as a conclusion, that the above-mentioned objective – critical positioning by the students – be achieved.