Argumentação oral em aulas de língua portuguesa: uma proposta a partir do gênero júri simulado

Abstract

This study analyzes the problem of oral textual genres in Portuguese language teaching, considering theoretical-conceptual and methodological aspects of oral ar-gumentation in correlation with the teaching of writing. Orality raises the need for di-dactic-pedagogical practices that encourage students to participate in argumentation processes, both in the school and social contexts, preparing them to exercise citi-zenship. The research aims to analyze the dynamics of oral argumentation in the classroom context, through a didactic intervention using the simulated jury genre in-terrelated to the poem and song lyrics. The intervention was based on the texts In-justiça (poem by Ornilo Vilar), Tragédia Brasileira (poem by Manuel Bandeira), Ha-beas Pinho (poem by Ronaldo Cunha Lima), O assassino era o escriba (poem by Paulo Leminski) and Domingo no Parque (song by Gilberto Gil), and was based on various theorists in the field of argumentation, Portuguese language teaching and Di-dactics, such as Bakhtin (2003), Marcuschi (2007), Zumthor (1993), Nonato (2017), Souza (2020) and others. The research, of a qualitative, basic and applied nature, with an exploratory-descriptive-explanatory approach, combining bibliographical re-search, field research and action research, was carried out in a 9th grade class at a municipal school in Guarabira–PB. The results of the research, based on the didactic intervention and correlated with the theoretical-conceptual foundation, showed a sig-nificant increase in students' motivation and participation in relation to textu-al/discursive genres, reflecting an improvement in oral argumentation skills.