Estratégias argumentativas na produção escrita de resenha crítica no Ensino Fundamental

Abstract

This research aims to improve the use of argumentative estrategeies in the written production of critical book reviews by 8th year elementar school students. To achieve this objective, it was based on the theoretical concept of argumentation and argumentative strategies, based on Perelman and Olbrechts-Tyteca (2014), Amossy (2018), Fiorin ( 2020), Koch and Elias ( 2021) and Cavalcante et al. (2022); ; in the approach to discourse genres and Portuguese language teaching practices in the school space in light of the socio-interactionist perspective of language proposed by Schneuwly and Dolz (2010); and in the discursive universe of the critical review as a proposal for writing at school in accordance with the basic rhetorical structure (Motta-Roth and Hendges, 2010). Methodologically, the research is characterized as action research (Thiollent, 2008), as it is a type of social research conceived and carried out in close association with the action of reviewing the cultural product book “Les Miseráveis”, by Victor Hugo, adapted by Walcyr Carrasco and the understanding of the arguments included in the critical evaluation. In view of this, we proposed activities in a Didactic Sequence (SD) as a theoretical-methodological proposal adapted by Swiderski and Costa-Hübes (2009) which was organized into modules, among them, the module for recognizing the discursive genre critical review, which was significant in the preparation of information for writing the initial text. In this way, students read and analyzed short stories, critical reviews and cultural products in the course of the didactic sequence. In view of this, the results of this research were relevant for improving the linguistic competence of students who showed the improvement of argumentative strategies in critical reviews, presenting the argumentative strength in the book “Les Miseráveis” by Victor Hugo, adapted by Walcyr Carrasco.