O diálogo argumentativo em sala de aula: um caminho para a formação cidadã

Abstract

The thesis presents an action-research (Tripp, 2005) carried out within the Professional Master's Degree Program in Literature (ProfLetras) at the Federal University of Juiz de Fora. The research aligns with a socio-discursive interactionist perspective (Bronckart, 2006) of language and a procedural approach to orality (Dolz; SCHNEUWLY; NOVERRAZ, 2004). As an initial situation, the need for greater development of linguistic skills related to the argumentative dialogue genre (Marcuschi, 2010) was identified in Portuguese language classes at a state school in the northeast region of the municipality of Juiz de Fora. In response to this situation, a speaking project was organized based on the principles of the Didactic Sequence (Dolz; SCHNEUWLY; NOVERRAZ, 2004), which offered oral improvement modules to eighth grade students at the aforementioned school. The proposal was the composition of an argumentative dialogue regarding a topic relevant to Brazilian society: the social inequality. The general goal of the action research was to verify to what extent the application of a didactic sequence with the Argumentative Dialogue genre would contribute to the development of students' language skills. Furthermore, as a specific goal, we sought to expand the scarce existing theory regarding the Argumentative Dialogue genre, in addition to promoting the development of pedagogical material to assist teachers in adapting students' linguistic behaviors within the classroom. From a pedagogical perspective, the goal was to achieve behavioral changes in the classroom through linguistic work. To meet the goals, the different aspects that make up orality were worked on (Magalhães; LACERDA, 2019).The impacts of such an approach on students' speech were observed through the analysis of five linguistic abilities in oral texts produced before and after the implementation of each of the modules. Through the association between the analysis of students' oral texts and notes in the logbook (BortoniRicardo, 2008), it was possible to observe the development not only of the students' dialogue and argument actions, but also the decline in indiscipline in the classroom class (Miranda, 2005). Therefore, there was confirmation that the SD developed, in addition to expanding the students' language capabilities, brought beneficial behavioral changes to the learning environment, demonstrating that, depending on the theoretical support adopted, the human being develops in language and through it (Bronckart, 1999). As shown in the transcriptions of the argumentative dialogues, the majority of linguistic operations, systematized in classes designed to implement the project, were consolidated by the students who became more aware of the importance of adapting language, producing arguments, using cohesive resources, among others. In addition to the results that were observed in the recorded productions, the pedagogical notebook with the activities that were developed could serve as a reference for those educators who recognize the essentiality of working with formal public oral genres for the formation of orally literate subjects (Miranda, 2005).