Written Production in High School: Grounds for working with argumentative text

Abstract

In this exploratory article, we sought to raise reflections on working with the argumentative text in Portuguese language classes in high school. From a theoretical point of view, the argument is understood here as an essentially dialogical language action, which aims to persuade the interlocutors about ideas exposed and defended (GREGOLIN,1993; BRETON, 2003; PERELMAN; OLBRECHTS-TYTECA, 2005). To carry out the work, we started by surveying some empirical studies (CONCEIÇÃO, 2002; CRUZ, 2008; RIOLFI; IGREJA, 2010; CAMPOS, 2012) whose research objects are directly related to the production of texts written in the school context. This sought to question/problematize didactic procedures used by teachers in the teaching of argumentation. Then, through the analysis of two essayargumentative texts produced by students from a public school in the state of Pernambuco, pedagogical guidelines are suggested that can favor the understanding and use of the linguistic-discursive processes and the resources necessary for argumentation. In conclusion, the thesis is reinforced that, for the production of argumentative texts, the student needs to use some specific skills and strategies that, properly worked on teaching, guarantee them the right to say and to be heard.

Keywords

• written production
• argumentative
• high school