Argumentação em assembleia de classe

Abstract

Understanding the class assembly as a literacy event implies understanding how social agents come together to solve a problem in the school community. This is because, seen as a literacy event, the class assembly is configured as a fruitful space for reading, writing, listening and orality practices developed as social actions that can enable the construction of argumentation as an emancipating social practice. Thus, this thesis has the general objective of investigating how the class assembly favors the development of argumentation as an emancipatory social practice. To this end, the following specific objectives are postulated: (i) to analyze whether, in class assemblies, the network of established discursive activities/genres enables argumentation as a social practice; (ii) identify skills related to the competence of argumentation provided for in the BNCC negotiated at class assemblies; (iii) understand how the learning of argumentative strategies, in class assemblies, enables the production of convincing oral, written and multisemiotic texts. From a theoretical-methodological point of view, this is an action-research, with a qualitative, interpretive approach, with an ethnographic aspect and inserted in Applied Linguistics. It is based on the dialogic perspective of language(gem); in the conception of genres of the new rhetoric; in socio-cultural literacy studies and in argumentation research based on interaction. The participants of this investigation are 3rd grade high school students at a public school in Rio Grande do Norte and, in the process, the management team, teachers, concierge and an agent external to the educational institution collaborated. The instruments used for data generation were: participant observation and field notes; photographs; written and rewritten texts of different discursive genres; videos produced with the Animaker and Canva tools and questionnaires using the Google Forms tool, to support the construction of the characterization of the school's students and teachers. From the analysis of the data, it is highlighted that reading, writing, listening and orality practices, developed in class assemblies, through a network of activities and discursive genres, make argumentation viable as a social practice with a view to social changes.