Argumentação e projeto de letramento: gênero discursivo debate regrado

Abstract

When reflecting on current education, we see that argumentation combined with literacy practices can assist in the development of a more motivated, critical, and socially aware young person. Therefore, this study aims to analyze how literacy projects, through working with texts of argumentative sequence, especially with the discursive genre of debate, can contribute to the development of students' reading, writing, and oral skills and mitigate the damages caused by Fake News to education, the literacy process, and the reading formation of young citizens. We present an intervention proposal with the intention of arousing the interest of these young people and contributing to an improvement in the construction of knowledge and argumentative capacity through a sequential didactic organization of practical activities, including, among others, objectives, step-by-step execution of the proposal, and dissemination of the actions developed, resulting in posters and reports to be presented to the local community. To carry out the activities, structured debates will be generated to strengthen the ideas put forward. To support the work, we draw upon the writings of Bakhtin (2016), Marcuschi (2011) regarding genres; Rojo (2012), Kleiman (1995) concerning literacy studies; Perelman and OlbrechtsTyteca (2014), Fiorin (2015), and Plantin (2008) on issues related to discourse construction and argumentation, and Schneuwly and Dolz (2004) regarding debates. The applied methodology is action research, from the perspective of Thiollent (1985), employing a qualitative approach, based on the studies of Bortoni-Ricardo (2008), through an intervention proposal, using the didactic model of literacy project developed by Kleiman (2000) and Oliveira, Tinoco, and Santos (2014). We believe that this proposal can awaken in students the ability to better perceive and interpret the world around them, becoming conscious and critical citizens.