Concepções e práticas de professoras no ensino da argumentação no 5o ano do Ensino Fundamental

The present article seeks to discuss the concepts of two teachers regarding\nthe teaching of argumentation skills and how they refl ect on their teaching practices\nwith 5th grade students. The analysis of fi ve classes of each teacher has revealed that\none of them adopted a concept of argumentation detached from day-to-day situations,\nexpressed in the teaching of concepts and in a standard compositional form. The other\nteacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading\nand writing activities based on the context, focusing on the analyzed genres characteristics.\nIt is possible to conclude that the concept of argumentation as a discursive\npractice requires a greater knowledge of the diversity of situations and genres found in\nthe society. This knowledge is essential for a more refl exive pedagogical practice centered\non the social uses of writing

Humanities · Linguistics and Discourse Analysis · Linguistics and Education Research · Philosophy · Writing and Handwriting Education