O ensino da argumentação : o enfoque dos livros didáticos de língua portuguesa no ensino fundamental / The teaching of argumentation : the focus of texbooks on portuguese language in elementary school

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

The purpose of this study was a investigation on the treatment of argumentative writings in the Portuguese Language Textbooks (LDP), as objects of teaching. Investigations carried out in different collections show that little emphasis has been given to education, in the written form of this type of discourse, especially in the early years of schooling. Among other reasons that could be identified to justify the interest in the examination of such objects of education, specifically in textbooks, there is the importance undoubtedly recognized of argumentation as a discursive practice which contributes to the development of critical thinking skills of the individual. Another is the prominent role that textbooks play in the Brazilian classrooms. Assuming, therefore, the need for systematic review of different learning content that are part of the Brazilian curriculum and the lack of investment and research on argumentation in written form, it is assumed that this study will contribute to build specific expertise to this area. To conduct the investigation, the focus of the analysis was on the activities and proposals to the teaching of argumentative text production for the segment between the 3rd and 5th year of elementary school. Among the collections examined, Project Pitanguá - Portuguese was chosen for the large number of proposals on writing production, which genres are part of the argumentation universe and because it was edited in the 2010 Guide, a current reference. Committing to the perspective of arguing meant as a critical activity which promotes the development of reflective thought, the result of the analysis revealed that the collection emphasizes the flysheet gender and the advertising sphere which proposes the teaching in argumentative writing. As regards to the quantitative proposals for each school year, the 5th year appears with a privileged number (10) related to the two previous years (4 relative for each period of the 3rd and 4th years). The mechanism adopted by the collection to determine which aspects of the argument will be explored in the writing seems to depend on the choice about the genre that should be taken as an object of study. Starting, apparently, from the perspective that certain genres are, more than others, gifted with characteristics that favor exploration and development of critical capacity, the collection invests more in educating with not so favored objects. As the way of approaching them, the analysis revealed that the emphasis on the genres linguistic and textual aspects, in detriment of discursive aspects, difficults the effective establishment of the learning process and proficiency of apprentices argumentative writing. This enhanced emphasis on compositional form of the genres and argumentation techniques, in particular linguistic strategies, it has also strengthened the idea that the development of reasoning adopted by the collection establishes approximation ties with the theoretical models presented by Stephen Toulmin and Chain Perelman and Lucie Olbrechts-Tyteca.

ASSUNTO(S)

oratória escrita escolas educação ensino fundamental argumentation writing schools education elementary schools

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