A escrita argumentativa na escolaridade obrigatória: descrição e fundamentação de um percurso didático

Abstract

This work aims to contribute to the didactic discussion around the planning of didactic courses for the development of argumentative writing in young people between the ages of 12 and 18, based on research related to the developmental stages and the psycholinguistic operations involved in the elaboration of argumentative texts (Brassart 1990, Coirier & Golder 1993, Golder 1996). Two lines of force are highlighted in this paper. The first is based on the assumption that, on the basis of the construction of any argumentative discourse, there are operations of justification and negotiation (Golder 1996). The second concerns the compositional organization of the argumentative text highlighting the relevance of the connection of the discursive units that are argument with those that are opinion. The relations between the explanation of opinion and the arguments must result in a coherent whole by mobilizing the language resources which ensure the establishment of such relations. In this article, a didactic course constructed based on the assumptions and observations extracted from its implementation in diverse school contexts is presented.