O gênero debate em sala de aula: contribuições para o desenvolvimento do agir comunicativo de estudantes no ensino médio.

Abstract

Starting from the principle that the teaching of orality is fundamental to the development of argumentation and that this is an essential skill for the formation of critical thinking and action of subjects in society, as well as the evidence that the school still insufficiently considers oral/argumentative practices in the context of secondary education, this research gains importance. The motivation for researching this topic was given by the need to understand how the practices of orality are developed from the textual debate genre at this level of education, in an approach to this genre as a language activity, democratic and political, linked to social practices for the development of students' communicative action. From our concerns, we formulate the following research questions: For what purposes do Portuguese Language and Philosophy teachers use the debate genre in their classes? How is teaching action characterized in production practices with the debate genre? What argumentative skills are demonstrated by students through debate work? Thus, the central objective of this research is to know how the practice of debate in secondary education is given from the conception of teachers and students about the contributions of this genre to the development of communicative action. And as specific objectives: to identify the work purposes of teachers of Portuguese Language and Philosophy with the genre of debate; to analyze how the teaching action is characterized in practice with the type of debate in the classroom; and to analyze the communicative-argumentative skills evidenced in the conduct of the debate. To this end, we conducted a qualitative field research in a school of the State Public Network of Ceará, using the semi-structured interview, observation and videorecording as methodological tools for data collection and production. Two teachers were interviewed and two debates were videotaped in their respective classrooms. Content analysis (Bardin, 2018) was the technique used to organize and analyze the data. The theoretical-methodological references that supported the research were studies that discuss arguments: Fiorin (2020); Koch and Elias (2021); Ribeiro (2009), debate, orality and teaching; in sociodiscursive interactionism: Bronckart (2006, 2008, 2012); Schneuwly and Dolz (2004); Bakhtin (1997); Marcuschi (2005); Machado (2009); Carvalho and Ferrarezi Jr. (2018). The results indicate that practices involving the debate genre in high school, despite occurring, still do not occur as frequently or systematically. Teachers recognize debate as an instrument for developing communicative skills, namely, expression of points of view, argumentation, organization of ideas, respect for colleagues' speech. Thus, in the disciplines investigated, the debate genre presents itself, predominantly, as an educational activity, as an instrument of didactic-pedagogical action for the discussion of a topic, to the detriment of a systematized work of the genre, focusing on textual characteristics, production strategies and uses in social contexts.