O desenvolvimento da escrita argumentativa por estudantes do 9º ano do ensino fundamental a partir da produção de gêneros jornalísticos

Abstract

This work results from a research that aims to collaborate with the school practices located in the municipal school of Araçás/BA, since the systematic study of the argumentation is little opportunity in this institution. Thus, it is discussed how to effectively teach argumentation in the school context and compose a didactic-pedagogical proposal aimed at the development of competences (PERRENOUD, 1999) from the argumentative writing of students of basic education. Based on an action research methodology (TRIPP, 2005), the research is based on the interactive and dialogical perspective of argumentation, postulated by Plantin (2008), which understands the argumentation as a form of problematizing interaction, formed by oriented interventions. for the sake of it. With Bakhtin and the Circle (1990), language is conceived as a socio-historical practice that is organized through discursive genres, a concept that guides the written process of predominantly argumentative genres (PASSARELI, 2012; AZEVEDO, 2018), developed with 9th grade students. The sequence of activities (LERNER, 2002) encompasses research, reading, brainstorming, theoretical content, games and privileges the textual production with social function, which enabled the production of a mural newspaper exposed in the city. The experiments carried out were the basis for the elaboration of a Pedagogical Notebook, intended for teachers who are also interested in this subject. The results indicate that the didatization and systematization of work with argumentation, based on interactional activities in the classroom, is significant for teachers and students, since it enables the expansion and qualification of argumentative skills. Therefore, the students had to go through varied learning that allowed the construction of discursive-argumentative positions, recorded in texts related to social interest themes, since the reading public was not restricted to the school environment.