Authors who approach argumentation in the New Rhetoric consider that all speech has an argumentative nature, that is, arguments in its construction, directed at a targeted audience with a view to persuading and convincing them. In this sense, our main objective in this research is to investigate the argumentative processes, theses, argumentative techniques, values and their hierarchies in the writing and rewriting of the opinion article genre produced by students in the 9th year of Elementary School. To this end, we seek to identify the theses defended by the students/speakers, analyze the main arguments that support their speeches, describe the values and their hierarchies presented in these texts, and, finally, verify the contribution of the didactic sequence to learning aiming at the proficiency of the students. students when using argumentative strategies in writing and rewriting the opinion articles analyzed. Methodologically, this work is configured as action research with a qualitative approach, in addition to being descriptive-interpretive (Oliveira, 2007). Our theoretical basis is the Theory of Argumentation in Discourse (TAD), by Perelman and Olbrechts-Tyteca (2005), supported by studies by Abreu (2006), Souza (2008), among others. In relation to discussions about writing, textual genres and teaching argumentation, we rely on Leite and Pereira (2012), Marcuschi (2008) and Nascimento (2015); Regarding the opinion article genre, we seek support in Rangel, Gagliardi and Amaral (2010), Passarelli (2012), Köche, Boff and Marinello (2014). As it is action research, we developed an intervention in a 9th year elementary school class at a school located in Triunfo/PB. The corpus was created through the application of a Didactic Sequence (SD), which allowed us to select ten texts produced by students on the controversial question: “To ban or not to use helmets in the urban perimeter?”. The results obtained indicate that, to write a consistent opinion article, it is essential to use certain argumentative strategies to persuade and convince the audience to which the argument is launched. Although the five opinion articles in the initial version presented theses, arguments, values and their hierarchies, the students/speakers demonstrated difficulty in constructing a persuasive argument because these texts were reduced to a speech that was more expository than actually argumentative, in addition to some problems of writing that partially distance them from the structural and discursive aspects specific to the textual genre studied. Finally, the argumentation was not sufficient to validate the main theses considering the arguments and values mobilized and hierarchized. The texts of the final version clearly show a thesis, the most used argumentative technique was arguments based on the real, followed by arguments that found the real and the dissociation of notions. The main arguments were also based on the structure of the real, especially the act/person, and those that support the real, by the particular case and by example. Furthermore, all opinion articles presented a recurrence of argumentation values, especially abstract, positive and universal values, hierarchized based on the choices made by speakers in relation to the degree of relevance of one value over another to guarantee argumentativeness. The argumentative quality of these texts is mainly due to the students' commitment during the SD, as we applied a set of activities with the aim of overcoming some difficulties of the target audience in relation to writing the textual genre in question with a view to mastering the argumentative proficiency. Therefore, with the elaboration of this work we aim to contribute positively to the teaching of Portuguese Language and to future research developed, at POFLETRAS/CAPF/UERN, on the argumentation applied to the teaching of textual production as practical, social, situated and procedural.

The teaching of Portuguese language anchored in the enunciative and discursive perspective according to the BNCC (BRASIL, 2018) elects the text as a basic unit and its contexts for working with textual genres transiting through the spheres of human creation focused on four axes: reading, textual production, orality and linguistic analysis. The conception of reading in a constructivist-cognotivist perspective will be glimpsed in the vision of Solé (1998), as well as the strategies and objectives of reading. Operations for learning to write: contextualization, thematic content, planning, linguistic marks and textual rereading and rewriting will be suggested in the light of Dolz & Sheneuwly (2010). With regard to the conceptions of language as a socio-interactive and multisystemic process, they will be discussed in the view of Antunes (2003), as for the conceptions of language as an expression of thought, an instrument of communication and a place for human interaction, we will weave the considerations of Travaglia (2009). The various text conceptions will be suggested in the light of Antunes (2010) as being a socio-discursive construction around a communicative purpose followed by a thematic orientation; in the view of Beaugrande & Dressler (1981), the text is seen as a reconstruction of the world in which linguistic, cognitive and social actions converge; and in the perspective of Marcuschi (2008), the text is a socio-historical artifact in which subjects share their knowledge of the world for the construction of sayings. The elements that make up textuality, namely: cohesion, coherence, informativeness, intertextuality, situationality, acceptability and intentionality will be discussed in the light of Antunes (2005, 2017), Beaugrande & Dressler (1981), Charolles (1998) and Koch (2022). Therefore, we will bring the conceptualization of speech genres and their constituent elements according to Bakhtin (1972), and in Marcuschi (2002) as malleable and sociocultural events, we will also talk about textual sequences as cognitive categories and cultural product of society under the Adam's gaze (2001), also deserves to be highlighted the knowledge and skills that are triggered at the time of writing, according to Oliveira (2010). With regard to argumentation and the types of arguments we will discuss from the perspective of Perelman & Olbrechts-Tyteca (2014), the contributions of Drucot (1987) and his collaborators will be discussed in the theory of argumentation in language, then we will weave the semantic direction of the operators arguments from the perspective of Koch & Elias (2016). With regard to the worked genres, we will bring the conceptualizations and characterizations of the interview and the opinion article under the eyes of Hartmann & Santarosa (2012), Köche et al. (2014) and Koch & Elias (2016). The methodology is rooted in Gil (2010) as an applied research with a qualitative approach (descriptive and interventional) with the deductive method, in the sense that the data obtained will lead to a conclusion, and this interventional proposal is anchored in the model of didactic sequence proposed by Dolz & Sheneuwly (2004).

This research focuses on the improvement of pedagogical practices of Portuguese teachers of the Brazilian public school system, especially with regard to the production and reception of texts written by students. It aims to investigate how polyphonic cohesion occurs in the open letter genre produced by 8th and 9th grade students. The research seeks to analyze how students indicate in the text the enunciative responsibility for what is said and how they build an authorial positioning (engagement or instantiation) in this genre. In view of the interventional character of the work of the Professional Master’s Program in Letters, this research aims, as a more immediate contribution, through pedagogical workshops, a collaboration to remedy the difficulties of elementary school students regarding the management of other points of view in the text, especially with the intention of assisting them in the construction of their own point of view. Theoretically, this research is guided by the studies of Adam (2011, 2019, 2022) in the context of Textual Analysis of Discourses, in dialogue with research in the field of enunciation with studies already developed in the area of Textual Linguistics and with discussions about the teaching of text production in Portuguese Language classes. In methodological terms, it follows a qualitative, descriptive and interpretative approach. It works directly in the classroom. Therefore, the study presents the character of an action research (TRIPP, 2005), due to its interventional purpose. For the execution in the classroom, pedagogical workshops were applied following what is planned in the Reading to Learn Program (Read to Learn), in which, through successive interconnected circles, writing and reading activities are developed, in groups and individuals, students (LÊDO; BEZERRA; COSTA-MACIEL, 2022). The program consists of a set of options for integrating reading and writing with the school curriculum that includes preparation for individual reading and reading, joint and individual constructions, detailed writing and rewriting with a focus on grammatical structure and graphology. The corpus of this study consists of three open letters produced by students of the 8th and 9th grade of elementary school, in which we seek to analyze the point of view, imputation and linguistic marks in which the assumption of commitment occurs. As a result, we perceive the authorship present in the letters written by the students, from their organization to the brands and the different enunciative postures of the first enunciating speakers. We saw, from the use of modalizers that the L1/E1 agree with the content of the POV of the other, establishing a relationship of enunciative responsibility. With this work, it is intended to contribute to the area of linguistic studies of the text and speech for the strengthening of research in the scope of commitment and the research group to which this research is linked.

Em construção. 

In general, this work aims to analyze the enunciative heterogeneities and the construction of points of view in literary memories produced by students of the 7th grade of Elementary School. We specifically aim to: (i) describe the re-textualization process from the personal report genre to the literary memoirs genre; (ii) identify the voices present in the students' literary memories, by verifying how they build their own points of view in dialogues with these voices; (iii) interpret the effects of meaning produced from other discourses present in the students' literary memories. For this study, we applied a sequence of 03 (three) workshops in a public school in Paraíba, Brazil. This research is an applied nature, as it intends to generate new knowledge and, at the same time, to solve problems; it’s also practice, as it is characterized by intervening in the context of the researcher and the researched and empirical, as it is based on observation and life experiences. This research is exploratory, that is, it brings the researcher closer to the investigated phenomenon, in addition to expanding knowledge about the chosen topic. It is descriptive-interventive, and it follows a qualitative approach to the data. It can be considered an action research, as the researcher and the participants of the situation or problem are involved in a cooperative and interactive way. The corpus consists of the students' text productions. Theoretically, we are based on the postulates and ideas of Bakhtin (2016), Possenti (2009) and Maingueneau (2013). We also rely on Alain Rabatel's Point of View Theory (2016, 2021), which dialogues with the category of enunciative heterogeneities, by Jaqueline Authier-Revuz (1990, 2004, 2007 and 2011). We discussed the genre literary memoirs and retextualization from the discussions of Marcuschi (2010). We approach the concepts of text, reading, text production and creative writing based on discussions by Geraldi (2013), Elias and Koch (2008), Roxane Rojo (2015), and the Brazilian educational guidelines PCNs and BNCC. In addition, we considered the theoretical reflections of Moran (2015), Rojo and Barbosa (2015) on educational technologies. The results of the analyzes show that the aluno narrans (paraphrasing Rabatel) is able to constantly dialogue with several other discourses, whether that student is aware of it or not, explicitly or implicitly. The student is able to put him/herself in the other's shoes and speak from the perspective of others, besides he/she knows how to express opinions and elaborate a point of view on the themes proposed in school activities. Some of them with more skill, others with less, the students are creative and They know how to dialogue with and through each other. However, living in the classroom is challenging in relation to the process of gaining students' attention, because not all of them participated in the intervention. We aim this research reach both academics and teachers in the elementar school network, which can arouse interest in reflection on the writing and rewriting of texts in the classroom. It is evident that the results of this research cannot be seen as finished practices, as it was an experience that will lead us to many others. We hope that it will collaborate and further enrich the discussion around discursive genres, more specifically, literary memoirs.

This research constitutes an investigation into how 9th grade students, from EEF Francisco Castelo de Castro, from Nova Betânia district, Farias Brito-CE, produce arguments in memes. In view of this investigative object, our main objective is to analyze, based on Perelman and Tyteca's theory of argumentation, the proposal for teaching the meme genre in Portuguese Language classes at this school. As for the specific objectives, we highlight: (1) collecting internet memes, based on conceptual elements contemplated in the Theory of Argumentation (thesis, technique, value, hierarchy and place of argumentation) for the composition of the material of the Didactic Sequence-DS; (2) Teach the student to argue so that he can experience situations of language use and constitute himself as a citizen. (3) understand situations of language use in the classroom, focusing on the composition of the argumentation operated in the meme genre; (4) Analyze the DS that constituted the research corpus and, with it, identify defended positions in the act of arguing to convince. (5) to know the argumentative strategies used by students in the composition and presentation of their speech in meme. To achieve these objectives, we base ourselves on key concepts about theses, techniques, values, hierarchies and places of argumentation established by the theoretical point of view of argumentation in the perspective of New Rhetoric, through the theory of argumentation by Perelman and Tyteca (2005) and in Perelman's “Rhetorical Empire” (1992); otherwise, we rely on research by Abreu (2009), Reboul (1998), Souza (2008), Lima (2020) and others who present relevant reflections on argumentation. Through the studies of Bakhtin (1992), Marcuschi (2005/2008) we understand language in the dialogical sense and the textual genre as a social practice that materializes in the text. The PCN (1998), BNCC (2017), Antunes (2009 and 2003), Nascimento (2012) and others support the discussion about teaching Portuguese with a focus on the textual genre. With regard to the meme genre, we are anchored in Chagas (2020) who presents the culture of memes, defining it as a multimodal genre. In view of this fact, we take as a contribution the study of Moran (2013), Rojo (2012 and 2013), etc. whose approaches are based on multimodality in teaching.The research is qualitative in nature. It is an action-research, with an interventional methodology, based on the application of the intervention project to verify how the students operate the argumentation in the writing of memes and to obtain the corpus. The methodology here focuses on the rereading of memes and on the didactic sequence based on Dolz, Noverraz and Schneuwly, (2004) for the writing and analysis of 10 memes produced by the students. In the analysis, it was understood how student writers organize and make use of argumentation, considering theses, techniques, values, hierarchies and argumentative places. These dialogical situations of meme production with a focus on argumentation contribute to the significant formation of students, since teaching Portuguese and gender improves communication. Thus, the work is structured in a didactic sequence that allows students to appropriate the meme genre, while fulfilling the social function of promoting linguistic knowledge as an instrument of critical discourse in which argumentation is present.

In this dissertation, the retextualization in the written production process of the biography genre produced by students of the 9th year of Elementary School of a public school in the interior of the state of Pará will be approached. Having as main objective to analyze the process of retextualization of the genre interview for the genre biography, considering its compositional structure and the operations of retextualization. To direct studies on discursive genres, support was sought in Bakhtin (2011) and to guide studies on the use of oral and written genres in school, theoretical basis was sought in Dolz, Noverraz and Schneuwly (2004) and Marcuschi (2008, 2010), among others. Supported the characterization of the biography genre by authors such as: Dosse (2009), Cardoso (2012) and Saraiva, Schemes and Araújo (2011). The retextualization process is based on the studies of Marcuschi (2010) and Dell'Isola (2007). For the basis of the application of the didactic sequence as a tool in the activity of text production, we resorted to group studies from Geneva (Dolz, Noverraz and Schneuwly, 2004), as well as to official documents that guide the teaching of Portuguese in Elementary School – National Curriculum Parameters - PCN (2008) and the National Common Curricular Base – BNCC (2017), among others. The methodological route sought theoretical foundations in Bogdan and Biklen (1994), Bortoni-Ricardo (2008), Thiollent (2011), based on which we describe qualitative, applied and interventional research; the subjects involved; the characterization of the construction of the corpus obtained through an intervention in the classroom carried out from the application of a didactic sequence that supported the data collection. In this way, the interview will be transcribed and then retextualized into the format of a written biography. It is hoped, therefore, that these activities will help us to facilitate the student's learning in the processes that involve written production, favoring him a better understanding of the functioning of his own language and consequently also helping him in the development of his social practices and in the process building their citizenship.

At school there is the effort for that students exercise their rights and duties consciously and fully. The foundation for these purposes to occur is reading. Notably, that factors external to the school, such as the present culture, influence the product. In the same way, aspects such as students and teachers beliefs may interfere throughout the teaching-learning process. The success of this process is in the balance of the participant’s beliefs and in the exchange of successful experiences. With this, our study has as main aim of analyzing the contributions of student’s experiences with literary memories in reading classes. For this analysis, we had the participation of fifteen 7th grade students and three Portuguese language teachers. To collect and analyze the data, we adopted a qualitative approach, using semi-structured questionnaires, applied to the participants and analyzed from the belief studies proposed by Miccoli (2005, 2007), Barcelos (2001, 2004, 2007), Oliveira (2007, 2017, 2019, 2020) e Morin (2000). Through data analysis, an attempt was made to structure a booklet with suggestions for reading activities and the use of digital tools, based on the scaffolding reading proposed by Graves and Graves (1995). The theoretical basis was constituted and based on authors such as: Freire (1987, 1989), Graves e Graves (1995), Solé (1998), Colomer; Camps (2010) e Marcuschi (2008) que apontam sobre as concepções e estratégias de leitura e Rojo (2002, 2012), Moran (2007, 2013) e Kenski (2012), that discuss the role of digital technologies in education. The results show that students believe in the importance of reading and that they need help to advance. With regard to teachers, with regard to teachers, despite being aware of the obstacles to reading proficiency, they believe in their students' learning potential. Thus, this research intends to encourage reflections on reading practices in the context of the school as a way to collaborate for the improvement of teaching, through the exploration of literary memories in the classroom, the use of digital technologies and pedagogical practices based on and capable of engaging teachers and students so that they become reflective subjects in the teaching-learning process, which can teach and learn in a pleasant and meaningful way.

The present thesis has the purpose of bringing a discussion about the work with the literary text focusing on itself in the classroom. The intention is to make an assessment of how literature is treated in schools and what its true space in education is. The purpose is to go through ways to insert the literary text as a priority within the school environment and with that to work the humanization of knowledge through the subjectivity of literature.

Located in Discourse Analysis, this research presents a proposal for pedagogical work for mother tongue teachers, specifically Portuguese in the 8th year of Elementary School regarding anti-racist reading. The general objective of the study is to propose discursive pedagogical work in the context of education for ethnic-racial relations in anti-racist reading practices based on Instagram posts with 8th year elementary school students. For this, the theoretical foundations of power from Foucault (2005), the discursive studies of Pêcheux (1997) and Orlandi (2005) and ethnic-racial relations from Gomes (2002), Souza (2005) and Munanga are used. (2005). We also bring the contributions of reading as a social factor by Leffa (1996), as well as the guidelines of Law 10,639/2003 and its Guidelines and the education plan on ethnic-racial diversity at school (2004). Regarding the methodology, it is an interpretive qualitative research, with action research, through the generation of data through conversation circles and educational workshops in the classroom. As a result, we present a pedagogical notebook composed of two conversation circles and four workshops with texts that circulate in society to support teachers in anti-racist reading activities in the 8th year of Elementary School, which can be adapted to other years of this school stage. The work enables various discussions, reflections and productions on ethnic-racial relations, which are generally neglected in the school curriculum, providing the opportunity for a democratic look at the teaching of the Portuguese language and related areas.