Oralidade e ensino de língua portuguesa: uma análise dos articuladores discursivo-argumentativos no gênero debate.

Abstract

Considering the importance of oral genres for the teaching of the Portuguese language, the present work aims to analyze the use of discursive argumentative articulators used in the debate genre in the context of the classroom. To this end, we sought anchoring in the theoretical contributions of Aquino (2015), Bakhtin (1997), BNCC (2018), Carvalho and Ferrarezi (2018), Dolz, Noverraz and Schneuwly (2004), Fávero, Andrade and Aquino (2012), Fávero and Koch (2012), Koch (2003; 2009; 2015), Koch and Elias (2016), Marcuschi (2003; 2008; 2010; 2012), PCNs (1998), among others. The methodology used involves a qualitative approach, of the descriptive-interpretivist type, based on Flick (2009). The corpus of analysis was constituted from the transcription of the genre of regulated debate, developed in a public school in the interior of Alagoas. The results research demonstrated that the students were able to make adequate use of the discursive-argumentative articulators, ensuring the textual fluidity and argumentative orientation of the oral text.