O gênero podcast nas aulas de língua portuguesa: itinerários para o desenvolver a argumentatividade na redação.

Abstract

Constant technological development permeates contemporary daily life, and the internet, in particular, provides interaction with various textual genres, promoting new reading and writing practices. In this context, the podcast emerges as a relevant pedagogical tool to improve school writing and the development of argumentative strategies, as well as to strengthen the support of theses and arguments. In view of this scenario, this study aims to analyze the contribution of the podcast to the production of the genre school writing/essay­ argumentative text by students of the 9th grade of elementary school in a public school in the state of Ceará. The specific objectives include the discussion of theoretical aspects of argumentation in language, textual/discursive genres and text teaching in the classroom, the description of the process of construction of the podcast's argumentativeness, the identification of the podcast's contributions to the production of the argumentative text in the classroom, and the elaboration of a pedagogical notebook with proposals for textual production activities. The research is based on the studies of Ducrot (2020), Koch (2011; 2020; 2021), Elias (2011), Antunes (2003), Schneuwly and Dolz (2004), Ferrarezi Jr. and Carvalho (2015), Marcuschi (2008) and Bakhtin (1997; 2003). It is a qualitative action research that adopts the principles of Argumentative Semantics, and is also interventional, using diagnostic activities, semi­structured interviews, conversation circles, observation and analysis of the essays produced. The analysis of the results of the study indicates the success of the action research developed, since the participating 9th grade students demonstrated that they are able, throughout the application of the workshops, to listen to a podcast, discuss with propriety about its socio­communicative content and write with autonomy an essay text with consistent arguments. Finally, the study presents a pedagogical notebook with six workshops that propose textual production activities based on various textual genres, aiming to support Portuguese language teachers in the process of mediating the writing of school writing. With this, it seeks to integrate the practice of argumentation with the proposals for the written production of essay­argumentative texts, carried out in the classroom through the podcast genre, with the objective of developing skills and abilities that enable students to defend their ideas effectively.