O gênero editorial e o desenvolvimento da capacidade de leitura crítica de textos argumentativos

Abstract

The overall objective of this work is to reflect on the development of critical reading skills of ninth-grade elementary school students in argumentative texts based on the editorial genre. The research was based on the theoretical assumptions of Bronckart's Sociodiscursive Interactionism (SDI) (2023) and the works of Leurquin and Carneiro (2014), Cicurel (1991), and Leurquin (2001). Within this theoretical framework, working with textual genres constitutes a fundamental element for developing the language skills necessary for the individual's critical and creative participation in social practices. In addition to Sociodiscursive Interactionism, the research was supported by Adam's (2019) concepts of argumentative sequence, in which the logical organization and internal structure of the sequence allow the author to defend a point of view clearly and precisely. To achieve the proposed objectives, a qualitative study was conducted using action research (Thiollent, 2011), following PROFLETRAS guidelines, applying specifically structured reading activities. The work was developed in 12 two-hour class sessions, focusing on the editorial genre and using texts appropriate to the students' age group, related to their social context, and relevant facts of interest to the public debate on contemporary social issues. The reading activities were designed based on the didactic sequence proposals of Dolz, Noverraz, and Schneuwly (2004), combined with the reading lesson proposal of Leurquin (2001), providing a consistent methodological framework for the pedagogical intervention. A comparison between the students' responses to the initial and final activities revealed significant progress in understanding the editorial's textual architecture and in the appropriation of argumentative elements, particularly regarding the argumentative sequence. The results demonstrated substantial improvements in students' ability to identify and critically analyze argumentative strategies employed in editorial texts. As a product of the research, the Pedagogical Notebook used during the intervention is available. This material has the potential to be incorporated as a support resource by Portuguese language teachers interested in developing critical reading practices in the classroom. This teaching resource presents a tested and validated methodology, contributing to the dissemination of effective pedagogical practices in teaching argumentative reading.