O gênero "debate regrado" no espaço escolar

Abstract

This article analyzes a teaching experience involving the organized gender debate, applied in a group of the 3rd grade of high school in the outskirts of Contagem, in Minas Gerais, in 2013. The analysis of the qualitative-interpreting form is based mainly on the studies of Dolz, Schneuwly and Pietro (2004), Pereira and Neves (2012) and of Palma and Cano (2012) and it seeks to contribute to the theoretical and methodological progress in the issues related to the teaching of formal public oral genres, especially in the classroom, a space where it is still a challenge to introduce strategies to work with language that joins oral and written language. Furthermore, linguistic, pedagogical and social implications are assessed as a result of this experience. The outcomes were positive and show that, although they are demanding, the survey of the genre at question can contribute significantly to enlarge the perceptions related to the tenuous limit between formal speech and writing, from the formulation of points of view and arguments, in a authorial way, as well as the recognition of the student as a social subject from is expected to take a stand when he is faced with the issues to act on.