Planos de aula em ambiente digital: estudo dos operadores argumentativos

Abstract

Planning should be part of human beings' lives, as a way of organizing their daily routines, focusing on what, how, when and with what objective needs to be done. With regard to teaching, a teacher, aware of his craft, organizes his pedagogical actions through lesson plans, a didactic material that directs student learning, because it contains theoretical and methodological guidelines for teaching. Based on the principle that education, in addition to society as a whole, has undergone several transformations with regard to the increasingly frequent insertion of digital technologies in their daily lives, whether as a form of leisure or geared towards the workplace, the teacher he is asked to make use of the virtual medium in order to increase or make his pedagogical practices feasible, such as planning classes. Given that there are several sites to improve classes, we chose the Nova Escola portal, which is a space for everyone who works or has an interest in issues related to education. It is possible to find the most diverse contents for free, from improvement courses to lesson plans ready to be downloaded and modified at the teacher's discretion. Among the infinity of content available on the portal's plans, our reflection fell on thinking of ways to diversify classes on argumentative operators based on the way other teachers treat such content. In this sense, the study in question aims to answer the following question: What conception (s) of teaching underlies the content “argumentative operators” in the lesson plans of the Nova Escola portal? Therefore, the general objective is to investigate the didactic-pedagogical treatment suggested in lesson plans available on the Nova Escola portal, with an emphasis on the teaching conception (s) that underlies the “argumentative operators” content.Through qualitative research and netnographic inspiration, we highlight the analysis of six plans that addressed the argumentative operators. The theoretical basis, which supported the analysis, followed the perspective of Textual Linguistics, based on Koch (2011); Koche, Boff and Marinello (2014) and Koch and Elias (2018) regarding the study of argumentative operators. In addition, Luckesi's contributions (1994); Vasconcellos (2001); Gasparin (2009); Tormenta and Figueiredo (2010); Libâneo (2013) and Rafael (2019) offered support for understanding teaching planning. The results indicated that the lesson plans of the Nova Escola portal represent viable teaching materials, despite a timid technological insertion, in some plans. On the other hand, the proposition of teaching argumentative operators based on the theories of Textual Linguistics reveals a material aligned with the official parameterizing document in a governmental instance: the BNCC. Like this, the analysis and adequate selection of plans, according to the teaching objectives of the teacher, should represent a continuum in their workday.