Importância da argumentação no desenvolvimento de competências discursivas como protagonismo social: uma proposta alternativa para o ensino fundamental

Abstract

This research was carried out with students of the 9th Year of Elementary School, aiming the development of a Teaching Plan, at reading and writing comments on the Internet. Many students, in this level of education, have not yet developed the argumentative capacity that enables them to consistently defend their point of view, either because of the condition of young people in training or because they do not know what it means to write in digital spaces. The main theoretical basis was the discourse, as discussed in the studies developed by Bakhtin (1988; 1997), Marcuschi (2002; 2010), Rojo & Barbosa (2015), Amossy (2011; 2018), Geraldi (1984; 1995; 2010), among others. As it is intervention research, six workshops were held, to contribute to these subjects to develop their argumentation through logical reasoning, in the production of the discursive gender "commentary", based on the use of elements of textual cohesion, in addition to knowing appropriate strategies so that they could write competently and make these media on the Internet a way to express their voice and exercise their social protagonism. In the investigation, it was sought to clarify the ability of these subjects to produce consistent arguments in their comments on the Internet and which pedagogical practices would be more effective to assist the development of this capacity in students, making them feel with greater self-esteem, through their perception of their argumentative capacity as an instrument of social insertion. The teaching proposal was developed with a systematized work, based on activities created by this researcher for the application context. As a result of the process, it was noted that the practices carried out led the students to some awareness about the uses of writing on the Internet and increased their knowledge about the "discursive games" present in the comments, contributing to their ethical training and their responsibility for what is posted on the internet.