Argumentação no artigo de opinião, na carta de leitor e no editorial: uma proposta de trabalho didático-pedagógico

Abstract

We agree with Koch (1987) that arguing is natural to us. Therefore, we are all able to do it even an early age. However, we believe that not all feel prepared to argue in writing and/or in more formal situations, for example. Understanding that this situation is associated with different difficulties related to both structural and discursive aspects of texts, and taking into account the National Curriculum Parameters - PCN (BRASIL, 1997; 1998) and the Common National Curriculum Base - BNCC (2018), which emphasize the need to create conditions so that the student can expand the domain of the language, in all its complexity, for the full exercise of citizenship, this research aims to contribute to the development of the argumentative capacity of 9th grade students in Elementary School. For this, we created, presented and discussed a didactic proposal, based on the theme: "Violence against women", from which we aim to address argumentation in three different predominantly argumentative genres: the editorial, the opinion article and reader’s letter. The research was initially configured as an extensive literature review, with a subsequent qualitative-interpretative approach in order to obtain subsidies to develop the didactic proposal that could meet all the questions hypothetically presented as difficulties for students in the production of genres. selected journalists. We propose activities that range from the most common, such as reading texts, which highlight the proposed theme for the intervention, to the most complex, which involve research, individual or group information curation, oral presentation, and interdisciplinary actions. To achieve the proposed objectives, we rely, first, on Bakhtin (2015), to delimit our research object. Subsequently, based on Dolz, Schneuwly, Pasquier and Noverraz (2004), we were inspired by the procedure called “didactic sequence” for the production of our didactic proposal. We also look for support in Koch (1987); Perelman and Obrechts-Tyteca (2005); Fiorin (2018); Brazil (1997; 1998, 2018); Geraldi (1997), Fávero (1996), Soares (1996), Freire (2011), among others. We believe that this study can provide students with more contact with the subtleties linked to the argumentation process, such as argumentative strategies and mechanisms available in the language that contribute to the argumentative orientation of the text.

Keywords: Editorial. Opinion article. Reader's Letter. Argumentation. Portuguese language. Teaching