Gramática e argumentação: uma abordagem didática antirracista

Abstract

In the present work, I develop and apply a Teaching Unit (TU) on argumentation that helps promote argumentative proficiency among 8th grade of elementary school II. In specific terms, I seek proficiency in the linguistic practice of anti-racist argumentation, focusing on the black population, from the articulation of sentences, taking into account the syntactic and semantic aspects that guide structurally well-formed sentences. Identifying that the problems of students in their linguistic practices are grammatical problems, I develop a teaching unit that can help students achieve their discursive intentions around anti-racist argumentation. To achieve these objectives, I start from the understanding that the elaboration of exercises of articulation of sentences, comparison of grammatical structures well and malformed and construction of sentences, paragraphs, and texts contribute to the achievement of argumentative proficiency in language practices. The activities to be developed and apllied in the Didatic Unit aim to promote a greater monitoring by students, so that they possibly achieve their discursive intentions, not only anti-racist, but any others that interest them. In order to verify the changes in the students' linguistic practices, as a last step of the research, they will be asked to produce an argumentative text about a case of racism whose production will be analyzed from the notational and discursive parameters of sentence articulation.