Retórica e argumentação: contribuições teóricas para o ensino em salas de aula

Abstract

Considering aspects that still require attention in the training of language teachers, as well as in the teaching practices of rhetoric and argumentation in school contexts, this study set out to discuss the following question: how can argumentation and rhetoric become a teaching object in classrooms, being taught in a more meaningful way, beyond the skills prescribed in reference curricula? Thus, we first provide a theoretical framework for teachers, ensuring they have sufficient knowledge of the topic so that they can approach it with confidence in the classroom, establishing a historical-conceptual overview of rhetoric and argumentation from Classical Western Antiquity to the present day. Then, based on the propositions of Perelman and Olbrechts-Tyteca (2014) and Ruth Amossy (2020), we propose an ontological and epistemological reconfiguration of the classroom and the subjects interacting within it, considering that to introduce rhetoric and argumentation into classrooms, it is necessary to rethink conceptions about the world, the subjects, and discursive practices. Furthermore, we present four dimensions for teaching rhetoric and argumentation: generic, micro-analytic, performative, and rhetorical movements, which we consider sufficient for the development of students' argumentative skills and, consequently, for them to have a more critical conception of the world, acting as subjects, citizens, and agents of change through language use.