A sequência argumentativa e a contra-argumentação no gênero comentário: uma proposta de sequência didática no 9º ano do ensino fundamental

Abstract

This dissertation is dedicated to the study, analysis and description of a didactic sequence for teaching reading and writing of a genre text, the comment, characterized as argumentative sequence, a class of 9th grade of elementary school at a public school in the city of Parnamirim/RN – Brazil. This intervention aimed to analyze the teaching and learning of the selected genre and especially promote the following argumentative writing practices that contribute to the texts produced by the students prove to be more productive, reflective and argumentative. We focus on the production of comments on the issue of counter-arguments and the use of connectors counterargumentative. To perform the procedure, we use theoretical assumptions arising from the following approaches: studies of Dolz and Scheneuwly (nd), with respect to class projects, didactic sequence; the theoretical models of Lopes-Rossi (2011) with respect to educational projects of reading and production of genres; guideline of PCN (1998) regarding the choice by gender and its implications in teaching and learning; Marcuschi of study (2003, 2007, 2008, 2010), Koch (1990, 2007, 2011, 2015), about the texts genres and their interrelationships teaching and learning and textual production; theories on argumentation observed in Perelman; Olbrechts-Tyteca (2014), Ducrot, (2009), Plantin, (2008); the theoretical and methodological positions of J.M. Adam (2010, 2011) regarding the textual sequences, specifically the argumentative sequence, the counter-arguments and counterargumentative connectors. Present as a result the production of 63 comments in three stages of writing, one step at a Facebook® discussion group and two rewrites of comments in class on paper. We analyze the evolution process of the counter- argumentative writing and the use of connectors counterargumentative in student texts.