Letramento e argumentação no ensino de língua portuguesa

Abstract

The resignification of portuguese language teaching has been realized through different interventional projects developed, mostly, by teachers linked to the Professional Master’s Degree in Languages (PROFLETRAS), some of which are already engaged in new projects in doctoral phase. From this great nationwide effort, we discuss, in this paper, how literacy studies (KLEIMAN, 1995; 2000; STREET 2014 [1995]) and argumentation (PERELMAN; OLBRECHTS-TYTECA, 1996 [1958]) may be seen as bases from which we may rethink the teaching of argumentation. Therefore, we intend to contribute with reflections on the studies of argumentation to the teaching of languages, having in mind the necessity to capacitate new teachers in both graduation and post-graduation levels. For conceiving argumentation as an interactional, discursive, complex and multidimensional process (PLANTIN, 2010 [1996]), this paper aims to discuss the characteristics of pedagogical practices that intend to promote links between the social uses of writing and argumentation, requirements for a citizen formation. For that purpose, we have developed an exploratory study, of qualitative and interpretative nature, and for that we have taken as a reference the researches of Ribeiro (2015) and Aquino (2018) that have submitted the usage of reading and writing to the social necessities of elementary school students. The results favor the idea of wor-king with argumentation as a privileged means to the end of forming individuals with political positions that demonstrate logical, plausible and ethical thinking inside and outside of school.