ARGUMENTAÇÃO PARA AS SÉRIES INICIAIS: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA

Abstract

This paper aims to present, in light of the theoretical framework of socio-discursive interactionism, a proposal to work with the group of argumentative genera for the early grades of elementary school, providing to the teacher guidance and reflections on didactic sequence format. The research arises as a case study that investigated the oral and written productions of a 4th year of the elementary school of the municipal public education system ofJuiz de Fora - MG. The initial productions stress the importance to begin learning the gender of the group of argumentation early, so the children can developed all the complex skills on this text type, and thus ensure a consistent learning that seeks to insert students in the practices of communicative activities.

Keywords

• Argumentative genera. Didactic sequence. Early grades of elementary school. Socio-discursive interactionism.