Reflexões acerca do ensino da argumentação na educação básica

Abstract

This work presents reflections on the teaching of argumentation in basic education. Its objective is to rethink the practices of this teaching that have been carried out by Portuguese Language teachers. In addition, it intends to seek new possibilities for more effective teaching, with which students can develop in an integral way. His research started from the hypothesis that greater contact with the genres of the order of arguing throughout basic education can contribute to the integral formation of students. Based on this understanding, it was sought, through a bibliographic research, to know why the argumentation is little worked in basic education and what would be the benefits of working it for the formation of the student. Among the authors that served as the basis for this work are Koch and Elias (2016), Grácio (2015) and Abreu (2003). The results show that the argument is little worked in basic education for different factors, but the main one is the absence of this as a curricular content and its practice throughout the training of Portuguese Language teachers, as for the benefits, it was evident that they go a long way in addition to knowing how to master argumentation strategies.