Capacidades argumentativas para distinção e perspectivação de fato e opinião

Abstract

Distinguishing fact from opinion is a task that requires an accurate analysis of reality, since, in this action, it is necessary to articulate argumentative rationality with the use of certain linguistic elements. Thus, in schools, it becomes necessary to carry out pedagogical work aimed at developing argumentative skills associated with everyday communication, so that subjects can defend one point of view against another, make decisions and actively participate in society. This type of work also contributes to the formation of critical subjects and to the teaching of argumentation based on social language practices. Furthermore, distinguishing fact from opinion is a skill that has been highlighted in documents that guide the teaching of Portuguese from elementary school onwards, mainly due to its importance in the subject's participation in social relations, especially when they need to position themselves discursively. In view of this, this research with students enrolled in the 8th grade of Elementary School at the São Cristóvão Municipal School, state of Sergipe, carried out within the scope of Profletras/UFS, São Cristóvão unit, It was organized with the objective of investigating how it is possible to develop argumentative capacities so that school subjects can distinguish facts from opinions in circulation in society and put these elements into perspective, aiming to contribute to the understanding and improvement of the argumentation process in different experiential contexts. In addition, the research had as specific objectives to identify the main difficulties of individuals in distinguishing between facts and opinions, so that they could perceive that one element, when differentiated from the other, influences the construction of solid arguments; investigated the role of teaching in the development of argumentative capacities for the distinction between facts and opinions and also proposed guidelines and teaching practices to help basic education teachers to carry out this type of didactic-pedagogical work in other school units. As a didactic resource, it was decided to compose a didactic module (DM), according to Muenchen and Delizoicov (2012) apud Azevedo and Freitag (2020). The starting point of the didactic-pedagogical actions was a survey, in which students had the opportunity to orally present their prior knowledge about fact and opinion. Furthermore, in this first experience with the students, alternatives were created so that they could perceive how topics related to facts can be viewed and how interlocutors can mobilize their discourses through LP. This work was based on the studies of Azevedo (2022, 2023), Fiorin (2023), Piris (2021), Koch (2000), Lima and Perelman (2005) and Plantin (2008), since it was necessary to create specific and new activities for each of the stages of the MD. The results of the survey indicate that the students understand that there are different purposes when producing an opinion, accept that there are different perspectives when wanting to thematize a subject in question and note the relevance of the linguistic-discursive resources used when wanting to construct points of view or maneuvers in order to change the other's vision. They also point out that the interactional perspective promotes the expansion of students' argumentative capabilities, both for distinguishing and for putting facts and opinions into perspective in various situations at school and in other spaces. However, as fact and opinion mobilize concepts linked to the use of argumentation in (in)formal contexts of everyday life, it was noted that it was necessary to create a module in the stages subsequent to the development period of this research project, so that students can deepen the organization and application of the resources that were studied.