A construção das práticas argumentativas orais: o júri simulado como estratégia de ensino nas aulas de língua portuguesa

Abstract

Currently, subjects are increasingly critical in relation to the social environment in which they are inserted and attentive to the quarrels that arise in public and collective spaces, becoming active in questioning, problematizing and exposing their point of view in the face of such social situations; in other words, how to argue. Thus, the teaching-learning of argumentation is established as an important pedagogical action that seeks to guide the student on the use of this modality, through the use of language, in different communicative situations. Therefore, this master's dissertation reveals its focus, mainly on the act of arguing, based on the following problem: How can the Portuguese language teacher approach oral genres in the classroom as an argumentative practice in Elementary School? To this end, a didactic experience is presented, which aimed to analyze the construction of argumentation in the simulated oral genre, through a didactic module produced for the student, in which the theme of the social movement Cangaço and the conduct of his main representative Virgulino Ferreira da Silva, there is, Lampião, is discussed. As it is a professional master's degree, an educational product was prepared based on the proposed theme, which consists of a didactic module for the student, divided into 8 chapters, to guide the teaching work and mainly for the development of the student, in which guides the work with oral argument, with the simulation of the judgment of the practices performed by Lampião. The research is inserted in an essentially qualitative perspective, constituted by the bias of the action-research. Theoretically, this dissertation is based on the Theory of Argumentation in the Language of Anscombre-Ducrot and collaborators (1979/1987/1989/1998), Perelman (1996), Aranha (2007/2006); in Bakhtin's Discourse Genre Theory (2000), Marcuschi (2001/2002/2008); in the legal grounds, about the simulated jury, by Capez (2001), Nucci (1999), Streck (2001), Federal Constitution (1988), Penal Code (1940), Penal Procedure Code (1941), as well as the postulates that guide the national education, like the National Curriculum Parameters (1997) and the Common National Curricular Base (2018). The research was carried out in a state public school in the city of Campina Grande, Paraíba, with students from the 9th grade of Elementary School between the months of April and May 2019. This research is justified by putting an oral genre in the legal sphere under discussion, highlighting its characteristics for the teaching of oral argumentation in Portuguese Language classes, added to the discursive linguistic domain regarding the use of arguments through orality.