Letramento e argumentação na educação básica: proposta de ensino sobre manipulação de imagens para 9o ano

Abstract

Given the vulnerability individuals face on social media and the need to raise awareness about the importance of digital self-protection, this research aimed to propose a sequence of activities consolidated in an educational booklet. The them (manipulation and unauthorized sharing of defamatory images on social networks) relates directly to students’ daily lives and aims to support teachers in fostering student engagement with social issues, thereby contributing to the development of citizens capable of active participation in society. To achieve this, the study adopted an interactional approach to argumentation as a tool for developing reflective practices, constructing knowledge, and forming opinions. From a methodological perspective, this is a qualitative-interpretative research project characterized as action research, conducted among ninth-grade students at Dr. Antônio Carlos Magalhães Municipal School, located in Esplanada, a small city in Bahia. Data were collected through conversation circles, diagnostic activities, reading and writing tasks, as well as document analysis and observations recorded in a field journal. Theoretically, this work is grounded in literacy studies, which conceptualize reading and writing as social practices (Kleiman, 1995, 2005, 2010; Street, 1984), and in studies on argumentation from an interactional perspective (Azevedo & Moura, 2021; Azevedo, Monte & Reis, 2021; Azevedo et al., 2023; Piris, 2021). It also discusses social reading and writing practices and their implementation in the school context (Geraldi, 1984, 1997; Bakhtin, 2012; Antunes, 2003; Cafiero, 2010), in addition to addressing speech genres (Bakhtin, 2003), with a particular focus on the opinion article genre (Bräkling, 2000; Kaufman & Rodrigues, 1995; Boff, Koche & Marinello, 2009). Based on these discussions, a teaching proposal is presented to foster critical thinking among students regarding language-related social practices. In summary, this study underscores the importance of guiding reading and writing practices that are deeply connected to students’ social contexts, with the aim of fostering critical engagement and encouraging an active, reflective stance toward the world.