O debate em livros didáticos aprovados pelo PNLD 2020-2022

Abstract

Debating, respecting the ethic and the idea of negotiation, has, over the course of human history, created the practice of building the continuation of civility. Simultaneously, as a public demonstration (present and/or through social media) of the polarized ideas has become more frequent, a reiterate practice of learning how to debate has gained increasing significance. This expands the concept of debate beyond the confines of the oral discursive genre and/or the objective of the Portuguese language within the classroom, i.e, as a social practice. With this awareness, this dissertation seeks to analyze the practice the debate is presented in the didactic books approved by the triennium PNLD 2020-2022. This program complies with the National Common Curricular Base, which, in turn, places debate within the scope of public life. In light of this, we define, as the general objective of this dissertation, to investigate how working with 'debate' can encompass the skills in the field of public life outlined by the National Common Curricular Base (BNCC). To achieve this objective, we specifically aim to: (i) understand how 'debate' is addressed in the BNCC; (ii) analyze the work with 'debate' in the two volumes of the 8th year of Elementary School, selected from the collections approved for the triennium PNLD 2020-2022. Methodologically, this documentary research is of a qualitative and interpretative nature, analyzing didactic activities that focus on debate in two volumes of the 8th year. To achieve these objectives, we ground our analysis in the dialogical conception of language by Mikhail Bakhtin, in literacy studies with a sociocultural perspective by Kleiman (1995, 2000, 2012), Tinoco (2008, 2018, 2020), Aquino (2018), Rojo (2004), and Street (2014), in studies of interactional argumentation by Grácio (1993, 2010), and in critical pedagogy by Paulo Freire (2016, 2021, 2022). The results show that the word as “debate”, in two units analyzed, encompasses: (i) occurrences that indeed took place in the reality of brazilian society; (ii) polemic and relevant subjects related to culture and economic; (iii) social practice that extends beyond the education sphere. Therefore, although they still focus on the analysis of some purely structural elements, they do not confine the teaching of debate to the constitutive elements of the oral genre nor do they reduce it to just an object of instruction. Instead, they provide some support for teachers and students to analyze it as a social practice in public life. Finally, to contribute to this perspective, we present, as an educational resource, eight assessment sheets that can support the evaluation of working with debate as a social practice in the classroom, considering various aspects.