A construção de discursos argumentativos a partir do gênero debate: uma proposta de ensino de língua portuguesa com sequência didática

Abstract

This research addresses the topic of argumentation, located in Applied Linguistics (LA), delimited by the teaching of orality. It aims to analyze the application process and results of a Portuguese language teaching proposal, aimed at developing the oral argumentative competence of students in the 9th year of elementary school at a municipal school in Manaus. The application was carried out through a didactic sequence (SD) based on the methodological procedures of Dolz, Noverraz and Schnewuly (2004). The investigation was based on the theoretical contributions of Bakhtin (2003) on speech genres from an interactionist and dialogical perspective of language – Dolz, Schnewuly, Di Pietro (2004) on work with the debate genre; Amossy (2018), Abreu (2021) and Fiorin (2022) with discussions on the argumentation. The method used was action research (Thiollent, 2009). The techniques for generating data were participant observation, the field diary, document analysis of the BNCC and the Curricular Proposal for the Final Years of Elementary Education of SEMED/Manaus with the purpose of understanding how the theme of orality is presented in these documents. The DS included 5 stages: presentation of the gender didactic model; participant diagnosis – initial oral production; presentation module and deepening the debate genre; final oral production and evaluation to verify the impact of teaching speaking. The results demonstrated that the participants improved their oral argumentation, so that they were able to construct well-prepared argumentative speeches. Therefore, the teaching proposal with an emphasis on orality brings new didactic possibilities for teaching the Portuguese language.

Keywords: Portuguese Language Teaching; Following teaching; Orality; Debate; Argumentation.