Argumentação no primeiro ciclo do ensino fundamental: análise de dois livros didáticos de Língua Portuguesa aprovados pelo PNLD/2019

Abstract

In Brazil, the teaching of argumentation has been directed at the final grades of elementary and high school, mostly due to the National High School Exam (Enem) and the admission exams, distancing this field of study from language practices of the beginning of elementary school. However, kids are already prone to argumentative interactions in daily practices, through which they start to build and use their first arguments. Such practices indicate to the school that kids have a cultural background to put forward arguments, and, because of that, the refinement of actions that seek to widen and develop their argumentative skills is possible. In addition to that, the work with argumentation is required by the general ability 7 of the National Common Core Curriculum (BNCC), which as a normative document, establishes directions for classroom practices and also for the elaboration of curricula and didactic materials, which are considered important instruments to make the school disciplines effective. In this context, this research aims at analyzing alternatives that favor the teaching of argumentation as a social language practice from materials found in two Portuguese Language didactic books. The teaching of argumentation at the beginning of elementary school is considered relevant for enabling the improvement of argumentative skills, which may be started based on the propositions found in Portuguese Language didactic books that are linked to social language practices. Methodologically, this investigation assumes a descriptive and interpretive approach of a documentary character and of qualitative nature, which is grounded in the assumptions of argumentation in interaction and Plantin’s dialogical model (2008a). The corpus is composed of a selection of texts and activities found in the books of the collections Ápis and Buriti Mais, of the PNLD/2019, used in first grade of elementary school, adopted by the Centro Educacional Unificado Monsenhor Francisco José de Oliveira (CEU), in Cícero Dantas-BA. In order to improve the analytical instrument, unit 16 of the Ápis collection, named Campaign Folder (Cartaz de Campanha) and unit four of Buriti Mais, entitled I like animals (Eu gosto de animais), whose perspectives allow the visualization of possibilities to the teaching of argumentation, were selected. The analysis was guided by an argumentative analysis protocol built by this teacher/researcher, based on Couceiro’s (2020) protocol designed to evaluate Mathematics didactic books of the final grades of elementary school and on the PNLD Digital Guide, published in 2019. Possible adaptations and complements to the didactic activities are proposed, having as reference the interactional argumentation perspective assumed in this research. Therefore, the results are expected to contribute to proposals that help the planning of pedagogic practices aimed at the development of argumentative skills since the initial grades, so that they may be widened throughout the schooling process.