Da oralidade à escrita: o debate mediado como estratégia para potencializar a argumentação e a aprendizagem ativa dos alunos

Abstract

The study of the Portuguese language, inserted in reading, speaking, writing and in interpretation processes that value the contextualization and active participation of students, is relevant to understanding how mediated debate can be observed in common fields of learning. This study aims to describe and analyze texts from 3rd grade high school students at Colégio Eximius, located in the city of Recife-Pernambuco. The written productions resulted from experiences in textual production classes, for which the introduction of mediated debate was designed as a support to enhance argumentation and the active participation of students in the teaching-learning process. The descriptive, qualitative research was based on theorists such as: Vygotsky, Batktin, Marcuschi, Antunes, Koch, Ducrot, Liberal, Leitão. The results showed that students are able to write argumentative texts and achieve proficiency in the Portuguese language, depending mainly on the conditions and strategies that the teacher offers in their methodological practices.