A escrita argumentativa: uma proposta de ensino para os anos finais do ensino fundamental

Abstract

Based on a diagnose made in a team from 8th level of Basic Education from Escola Estadual Carlos Gomes, in the Montanhas/RN city, and analyses of a Portuguese Didactic Book used by this class, this study points to the necessity of working with argumentative writing production. The main aim of this research is to develop students argumentative competence through the writing production. As methodological procedures, it adopts didactic sequence proposed by Dolz, Noverraz e Schneuwly (2004) and Lopes-Rossi (2011), with some adaptations. The corpus of this study consists in 15 texts, among a group of 71 texts produced by the students. To the analyses, it selects three texts from each version produced, named diagnostic production (PD), first rewritten production (1st PR), second rewritten production (2nd PR) and final production – opinion article (PF). It analyses in each step of the writings advances and difficulties in the textual productions aiming to contribute to the students improvement. It has as theoretical bases Geraldi (2003, 2005, 2015) related to the Portuguese teaching; Perelman and Olbrechts-Tyteca (2005) and Reboul (2004) about argumentation theory; Abreu (2009), Koch (2011), Cervoni (1989), Bronckart (2009), Neves (2013), Castilho and Castilho (2002), Nascimento (2010), among others, related to the argumentative strategies. The results of those productions point that the students contact with diverse texts, knowledge about some argumentative strategies and, mainly, Ruiz (2010) intervention work can promote significant improvement in the students writings supporting the production of opinion article.