Gêneros orais na escola o diálogo argumentativo como meio para a formação de um sujeito crítico na sociedade.

Abstract

Oral practices do not yet have the appropriate relevance to their real importance in Portuguese language classes. In this way, many students complete basic education without fully experiencing oral genres at schools. If Brazilian education, according to the Parâmetros Curriculares Nacionais, has as one of its purposes to develop the learner fully, there is a need for a more in-depth reflection on the proposed topic because orality is present in the most varied social situations witnessed, formal or informal. Even though today's free expression in social networks is in vogue, there is a need to clarify to students the differences of expressions in certain contexts, because they flourish in the orality of our students latently in the classroom and permeate their social everyday life. As a goal of this work, we seek, based on theoretical scholars of education and linguistics, to point out the importance that orality and argumentation have in the learner’s life for their participation in society as an active, critical and thinking person. We also highlight the contribution of the new Base Nacional de Língua Portuguesa, which strengthens the presence of orality in the possibilities of meaningful and critical participation in various social practices. In order to contribute to Portuguese language teachers, we present strategies for a learning workshop aimed at oral practice in the classroom, emphasizing multimodality, with a focus on the argumentative dialog genre.