A apropriação do gênero anúncio publicitário e o desenvolvimento das capacidades argumentativas no ensino fundamental

Abstract

This present work was originated from the wish for teaching the Portuguese language, relating the study of language and literature in order to make textual appropriation viable. The teaching / learning perspective discussed and proposed here focuses on the development of students' argumentative capabilities in elementary school involved in teaching and learning activities in the advertising genre. The general aim of this work is to analyze how the approach of the advertising genre, in the textbook, contributes to the development of the learners' argumentative capacities. It starts from the goals outlined in the National Curriculum Parameters (Parâmetros Curriculares Nacionais - PCN), in the National Common Curricular Base (Base Nacional Comum Curricular - BNCC), having as a source of data the textbook in Elementary School adopted in the municipal school system of Teresina, Piauí. The theoretical support of this work is composed of the postulates of Bakhtin (2016), Bronckart (1999), Carrascoza (1999), Carvalho (1996), Dolz and Schneuwly (2011), Koch and Elias (2011) among other scholars. The fundamental parameter is Sociodiscursive Interactionism, which associates human development with learning and highlights the activity of language as a propellant of human socialization. The guiding questions that originated this research are: a) How do students conceive and relate to the advertising genre? b) To what extent do students understand the meaning in the advertisement genre? c) How can the school direct the student so that he, appropriating the advertising genre, develops his capacities to act socially? It begins from the reason that, by understanding the constitution and functioning of the advertisement, reading and writing, the student develops himself cognitively and socially, expanding his argumentative capacities. The research is documentary, with a qualitative approach, and aims to study the process of teaching socially situated writing. The analysis corpus is consisted by the activities with advertising in the didactic collection of the Portuguese subject “Português Linguagens” (Portuguese Languages). It was found, from the data analysis, that the approach of the advertisement genre, following the objective and socio-subjective parameters of the genre in its proposals, relates argumentative articulators, studies configurations of argumentative plans and collaborates for the development of the of the learners' argumentative capacities.