Relações discursivo-argumentativas: uma sugestão de pesquisa-ação para o ensino de operadores argumentativos em artigos de opinião

Abstract

Because we live in an increasingly technologically connected society, our possibilities for social interactions increase, given that textual genres emerge in virtual environments and those already consolidated adapt and find it easier to spread. By itself, easy access to the genres that circulate around does not guarantee, however, the critical-reflexive development that is so necessary in the face of what is read. This is justified by the fact that we notice, in the daily life of the classroom, serious reading difficulties for many students who, even in more advanced grades, cannot overcome the level of decoding or are restricted, at most, to understanding what is said on the textual surface. Thus, the present work deals with the difficulties that students in the final years of Elementary School II have regarding the perception of argumentative marks expressed by certain linguistic elements (conjunctions and denotative words), in discursive relations in the text. Based on this empirical finding, through an action research proposal, we aimed to present theoretical-methodological alternatives, in the production of a didactic-pedagogical notebook aimed at teachers of the 9th grade of Elementary School II, aiming at teaching critical reading of the argumentative text based on the argumentative operators. To achieve this purpose, we joined Textual Linguistics, focusing on the third phase, whose main authors are: Koch (2001, 2011, 2015, 2020), Fávero and Koch (2012) Koch and Elias (2022), Guimarães (2001), in dialogue with Theory of Argumentation in Language, postulated by Ducrot (1981) and explained by Cabral (2011). Added to them are studies on textual/discursive genres, based on Bakhtin (1997) and Marcuschi (2008). Methodologically, a descriptive-interpretative perspective was adopted, supported by a bibliographical review, based, among others, on the aforementioned authors. This work was divided into two parts: theoretical and analytical-propositional. In this second, we proposed the construction of the didactic-pedagogical notebook. This notebook was divided into two parts: analysis and suggestions for activities. For the corpus of analysis, we selected five opinion articles that circulate virtually in the newspaper Folha de S. Paulo. In them, we observe the following categories: discursive-argumentative relationships, argumentative class and argumentative scale, comparing these notions with what traditional grammars preach. A total of 15 types of discursive-argumentative relationships were analyzed, in addition to notions of argumentative class and argumentative scale in each of the articles. The part intended for activity suggestions consists of an action plan for carrying out seven workshops with objective and discursive exercises, based on the notions studied and the texts analyzed. We conclude that it is the role of the school to train the student for a more conscious reading of the intentions of those who produce the text, through a critical-reflective reading, so that they can understand, analyze and interpret argumentative strategies that the columnist used to guide the student. his argument. We hope to contribute to the improvement of teachers' work regarding the teaching of critical-reflexive reading, starting from conjunctions and denotative words, as argumentative operators responsible for the effects of meaning and for the direction of arguments in the texts.