Uma análise dos conectores na coleção Singular e Plural a partir da argumentação no discurso

Abstract

The present work deals with the approach of connectors in textbooks from the Singular and Plural collection, by Editora Moderna, from a perspective of argumentation in discourse. The main objective is to analyze some activities proposed by the 6th to 9th grade manuals of the aforementioned collection. The corpus of the analysis, therefore, are the Singular and Plural textbooks, from the 6th to the 9th grade of elementary school, and the object of analysis is the connectors. This proposal was motivated by the interest in verifying how the aforementioned collection addresses connectors, in fact, and which conception was adopted in the activities, whether metalinguistic or discursive. Thus, we seek to make an analysis that can contribute to the choice of textbooks by Portuguese language teachers, as well as to the formation of argumentative competence of elementary school students. The questions that guided the analysis presented in this article were: how are connectors worked in the collection? From which theoretical perspective is the approach to these elements developed? Is this work done from the first book in the collection, 6th grade, advancing to 9th grade? What types of activities are proposed for working with connectors? Is a notion of connector developed or is the collection limited to the grammatical notion? To what extent do the activities on connectors presented in the manuals contribute to a reflection on the use of language? The theoretical framework is based, above all, on the works of Ducrot (1987), Lima (2010), Amossy (2020) and Koch (2000), who adopt a conception of argumentation in language.