LEITURA ARGUMENTATIVA, MULTILETRAMENTOS E FORMAÇÃO CRÍTICO-COLABORATIVA DE PROFESSORES: PERSPECTIVAS DISCURSIVAS E INTERACIONAIS

Abstract

This study aims to discuss the conception of argumentative reading in the teaching of argumentation, from discursive and interactional perspectives, relating it to the concept of multiliteracies, in a critical-collaborative proposal of teacher education. To this do so, it is based on the work on interpretation in Orlandi (2004); in discourse argumentation theory (AMOSSY, 2018); in the dialogal model of argumentation (PLANTIN, 2008a); in the theory of argumentation in interaction (GRÁCIO, 2013, 2016); the concept of argumentative capacities (AZEVEDO, 2016, 2019, 2022); in the conception of multiliteracies (ROJO, 2012) and in research on teacher training in a collaborative perspective (LIBERALI, 2013, 2016; NININ, 2018). The methodological approach adopted is the Critical Research of Collaboration (PCCol) (MAGALHÃES and OLIVEIRA, 2016), understood as a political intervention research, focusing on the transformation of conceptions about argumentative reading in the school context. From the construction of the corpus through videorecording, the analysis of the excerpts transcribed for discussion proposed some reflections on contradictions about argumentative reading worked in a proposal of teaching argumentation built and applied collaboratively, in a public elementary school II. However, it also pointed to ways for a more effective work of developing argumentative capacities, relating it to the conception of multiliteracies.