Ensino do gênero oral textual/discursivo debate: estratégias argumentativas

Abstract

Portuguese language teaching is an activity that requires the understanding and analysis of the working language and, as the National Curriculum Parameters (1998) preach, written and oral genres should be taken into the classroom so that through them the school can provide students with the development of various language, cognitive and social skills. However, what we have seen through research and our practice in schools, is that the genres of oral achievement have not been given due importance in the school context. Therefore, we have decided to develop a proposal of teaching of this oral textual genre oral/discursive debate and argumentative strategies, in order to provide students with important tools in the field of social interaction, self-knowledge and defense of their ideas, since they are important activities in the training. Our research aims to present a proposal of study / teaching of this oral textual/discursive genre, as well as argumentative strategies associated with its implementation, thus enabling its application and use in a real teaching / learning context, namely: thematic debate in the classroom. The didactic intervention delineated here is characterized as a qualitative study of a descriptive and interventionist character that aims to describe and analyze the process of appropriation of the oral genre debate of controversial background opinion and was possible through the elaboration and execution of a didactic sequence that involves the Dialogical interaction between students and researcher teacher in the context of the classroom. Thus, the research presented is characterized as qualitative, of the research-action type and our theoretical anchoring is done based on studies by Bakhtin (2000), with regard to defining criteria of the genus; Marcuschi (2003, 2008 and 2010), regarding the oral genres; Street (2014) and Rojo (2009 and 2012), with regard to studies on literacy; Dolz, Schneuwly and collaborators (2004), about the teaching of oral genres from didactic sequences; Fiorin (2015) and Koch (2011), on the studies of the argumentation; among others. The study was carried out in a state school in Campina Grande - PB, in an eighth grade class, and mediated by the execution of a didactic sequence. After its application, we realized that the advances between the initial production and the final production of the genre were significant and that there was, in fact, the creation of an environment that allowed the development of individual and collective skills, such as the development of the critical sense in relation to an important social theme (violence against women), and the resourcefulness in the construction of a textual / discursive genre that is of a collective nature and is built on the basis of the instantaneous character of language.