Ensino da leitura argumentativa em perspectiva interacional: formação de professores de Língua Portuguesa do Ensino Fundamental (anos finais)

Abstract

When dealing with the training of the Portuguese teacher, Guedes (2006) states that, there has never been, in Brazil, an effective commitment to teacher qualification, especially in Letters courses. This finding justifies the development of this research, which is based on Azevedo's studies (2016, 2021) on the teaching of argumentation in Portuguese in the final years of Elementary School. These studies point out the need, on the part of the mother tongue teacher, to expand his theoretical and methodological knowledge on how to develop pedagogical activities in this area of knowledge. The National Common Curriculum Base (Brazil, 2018), a normative document, proposes, in the general competence of number seven, the teaching of argumentation in Brazilian Basic Education, but it is up to the teacher, often without specific training in the context of argumentation, to implement this type of work in each school, which causes doubts about how this can be executed. Therefore, the general objective of this research is to propose alternatives for the teaching of argumentation in an interactional perspective, through the training of Elementary School teachers (final years), in order to assist them in carrying out the work of argumentative reading in mother tongue classes, within the scope of teachers who work in Palmeiras, in the region of Chapada Diamantina, Bahia. Methodologically, it is a qualitative, theoretical, collaborative research, of an exploratory and propositional nature, whose purpose is to expand knowledge about argumentative reading to favor the teaching of argumentation in the aforementioned segment and curricular component. It is supported, theoretically, in Grácio (2013), Azevedo, Reis and Monte (2021) and Azevedo et al. (2023), to elucidate the concept of argumentative reading, understood as the process of recognizing enunciative positions, confrontations of meanings and the argumentative resources mobilized in the text; Azevedo (2016), for the argumentative capacity that integrates language, thought and social relations; Plantin (2008) and Grácio (2016) underlie the dialogical perspective of argumentation, understood as an interactional process in which divergent positions confront and evaluate each other in the construction of meanings; Minayo (2002), Lakatos and Marconi (2003), Bortoni-Ricardo (2008) and Ibiapina (2008) to support the participating research and Collaborative, emphasizing the integration of the researcher in the joint work with the participants. Gatti (2012; 2019); Nóvoa (2009) and Fortes (2024) also print ideas on teacher training, among other researchers who support this writing. The results indicate that the teaching of argumentation, in an interactional perspective, integrated with the research produced at the university and articulated to the collaborative continuous training of teachers, contributes to the resignification of the teaching of argumentation beyond its association with dissertational-argumentative texts aimed at selective exams. In addition, it favors the alignment of pedagogical practice with social language practices, teacher qualification to meet the requirements of the NCCB, especially general competence seven, and to the development of students' argumentative skills from themes related to their realities. Thus, the study also contributes to the expansion of knowledge about the teaching of argumentation and offers subsidies to Portuguese language teachers, aiming at emancipatory pedagogical practices.