O debate na educação de jovens e adultos: dando voz na escola para a vida

Abstract

This work was motivated by the need to develop students' argumentative competence, which is so required for the exercise of citizenship, and to expand it to the axis of orality in the classroom, usually relegated into the background. For this purpose, a didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2013) was used in association with the debate genre in a 4th grade class of Young and Adult Education, equivalent to the 8th and 9th grades. The process of developing the didactic sequence began with a first contact of the students with specimens of the same genre and with others about similar themes related to what would be debated so that the initial production was achieved. From there, didactic modules were organized, in order to solve the discursive, textual and linguistic problems encountered. It was intended to analyze the effectiveness of the didactic sequence as an instrument capable of contributing to the resolution of language problems, specifically in relation to the development of argumentative competence. Considering its basic foundations, this work follows the line of Sociodiscursive Interactionism/ISD (BRONCKART, 2012) and it also presents theoretical bases on argumentation (PERELMAN; OLBRECHTS-TYTECA, 2017), on textual genres, didactic sequence and debate of the called "Group of Geneva" (DOLZ; NOVERRAZ; SCHNEUWLY, 2013; DOLZ; SCHNEUWLY; DI PIETRO, 2013); and specifically on debate (RIBEIRO, 2009; PEREIRA; SILVA, 2013). In the analysis, it was observed the relationship between the representations that the debaters had of the production conditions and the arguments used in the two moments of the debate. The results pointed to a considerable improvement, between the initial and final production, in the use of the arguments, either by the greater variety of types, or by the greater capacity of convincing. Therefore, the relevance of this research is based on the fact that it is a didactic material that assists the Portuguese language teacher in teaching with textual genres focused on argumentative competence and orality.