A competência argumentativa na BNCC: análise das habilidades de uso da argumentação nos componentes curriculares língua portuguesa, língua inglesa, história e ciências.

Abstract

This paper presents an excerpt from ongoing research into the programmability of the argumentative competence in the Brazilian National Common Core Curriculum (BNCC) (BRASIL, 2018) and aims to analyze the argumentation skills presented by this normative document for the 9th year of Elementary School (Ensino Fundamental) in the curricular components English Language, History and Sciences; and from the 6th to the 9th year in the Portuguese Language component. Regarding methodological aspects, this research presents itself as documentary (Silveira; Córdova, 2009), situated in the field of Applied Linguistics (AL) (Kleiman, 1988) and based on the content analysis of Moraes (1999). Our theoretical framework is based on Chevallard (1991), Petitjean (2008), Plantin (2008), Leitão (2011), Pacífico (2016), among others. Based on our analysis, the results point to the transversal construction of the argumentative competence in the analyzed components. As for the skills in the Portuguese language component, these are focused on helping students learn to argue in different situations. In the English Language component, the skills aim to both lead students to learn to argue and argue in order to learn/build knowledge. In the Sciences and History components, the skills address arguing to learn based on some indicated themes.