Gêneros argumentativos e o agir docente: (re) configurando concepções e planejamentos para o ensino de escrita.

Abstract

Although the theoretical discussions about the need to develop students' argumentative abilities are not so recent, there is still a teaching practice that contributes little to the development of these abilities, based on the teaching of gender structure, which does not enable students to develop their own discursive skills. This research focused on the problematic to teach argumentation, and determined as its object of study the practices for the teaching of the written production of genres in the sphere of the argument. The present study had the overall objective to investigate the teachers' actions regarding their work with argumentative genres, in order to assist them in a possible (re) configuration of writing teaching-learning practices. We outlined the following specific objectives to guide the research, 1) Identify the theoretical conceptions of teachers about genres in the sphere of the argument; 2) Analyze teaching proposals/plans on the writing of argumentative genres by high school teachers; And 3) Reflect on the (re) configuration of the prescribed teaching activity (didactic planning) in a course of continuing education about the teaching of argumentative genres. The theoretical foundations of this study are anchored in the theoretical model of Sociodiscursive Interactionism (SDI) of Bronckart (1997, 2008, 2010); Dolz and Schneuwly (2004) and collaborators, as well as in the studies of Bakhtin (1997) and Adam (1992) on the notion of genres, and in the studies on the argumentative sequence of Bronckart (1999) and Adam (1992), besides the teaching of writing based on the genres of the argumentative sphere of Souza (2003), Oliveira (2010), and Kersch (2014) among others, in conjunction with the studies of the work Sciences and the postulates of the SDI for the investigation of the work through the teaching practice of Bronckart (2006); Machado (2007); Medrado (2011); Lousada (2006). The research of a qualitative nature of ethnographic characteristics as well as collaborative features was developed from the use of research instruments and techniques, such as the interview, participant observation, field diary and reflective session. Five high school teachers of Portuguese language from the public educational system in Fagundes-PB were the collaborating subjects of the research. The corpus was constituted considering three stages of it (probing or diagnostic, intervention or formative and conclusive phases). The analysis of the data showed contradictions and gaps among the conceptions presented, the plans, and the activities carried out in the classroom by the collaborating subjects of the research. The discourse of the teachers presented us with the conception of gender as a communication tool that has meaning, as an everyday text with a social function, and as a type of text. Results also showed that the collaborating subjects elaborated their own didactic sequence within the Continuing Education Course, and managed to develop activities that involved the required language abilities from the students in the process of comprehension of the textual genre, showing that this didactic instrument can be configured as a tool for self-regulation of the teaching practice.