O argumentar através da retextualização: discutindo os novos conceitos de família por meio do gênero meme

Abstract

High school learners have difficulties in mastering argumentative knowledge to defend their viewpoints, either from simpler everyday situations or to the need to use such fundamentals in textual productions. This is due, among other reasons, to a lack of world reading, argumentative competences, linguistic elaboration, and even of practical examples on how to argue for the most everyday situations. In turn, the practice of retextualization is negleted at schools for the benefit of rewriting activities. Therefore, to instigate the practice of arguing through the retextualization of the meme genre with high school students is the general objective of the work. This practice awakens the students' critical sense related to the problem-situations and contemporary themes which are presented to them, having the latter ones associated with their reality. As so, we highlight as specific objectives: to motivate the work with memes and other multimodal texts in the classroom; identify and characterize the categories of analysis of the retextualization process in textual productions; identify argumentative marks in texts; and to stimulate intervention in the problem-situations (themes from the student's daily life), as to propose results through the writing practice. The work consists, therefore, of a research regarding the argumentativity in textual productions, using the meme genre, typical of social networks, to carry out retextualization activities, that is, from the meme to the argumentative-essay text. Regarding the methodology of the study, this is a qualitative exploratory research carried out in a high school pilot group from the state school of fundamental level Monsenhor José da Silva Coutinho, in Esperança city, Paraíba, Brazil. The main theoretical references studied on which the present research is based, regarding reading and textual production, retextualization and argumentation, are Antunes (2003), Breton (1999), Dell’Isolla (2007), Fiorin (2008 ), Garcia (2007) Hanks (2008), Koch (1987), Marcuschi (2002), Matêncio (2003) and Perelman (1996). The results point out that teachers may contribute to a more effective Portuguese Language teaching in a more dynamic and attractive way (something that should be part of the daily life of classes) and this would result in more critical and grounded productions, once given the students the conditions of production.