Ruled debate and school dissertation: deepening the themes for the production of argumentative texts in the 9th year of Elementary School
Orality. Literacy. Argumentative Text. Ruled Debate. School Dissertation.
Basic Education students the supposed lack of interest in everyday social and political issues can influence their textual productions, especially when they reach the final years of Elementary School. Several students complete this level of schooling with many difficulties in produce and interpret genres in which argumentative sequences predominate. Consequently, the gaps in expression and conception of reality are aggravated, since they do not always dominate the means to act on it (Bakhtin, 1953/1979 apud Dolz; Noverraz; Schneuwly, 2004). In an attempt to mitigate this problem, this dissertation discloses a didactic sequence (Dolz; Noverraz; Schneuwly, 2004) and pedagogical material, designed to guide textual production classes and to make possible the necessary tools to take the student to argue about social issues around them, becoming the protagonist of the teaching-learning process. The pedagogical product includes conversation circles, news, poems and normative texts, with the aim of expanding the sociocultural repertoire of students on certain topics. Priority is given, however, to the genres ruled debate and school dissertation, which transit through the orality-writing continuum (Marcuschi, 2008). In this way, the aim is to expand the student’s linguistic competence, as recommended by the BNCC (Brasil, 2017), showing a way to facilitate the development of argumentative written texts: delving deeper into the themes and debating them in advance