Os gêneros do agrupamento do argumentar no livro didático de língua portuguesa do ensino médio: uma análise interacionista sociodiscursiva

Abstract

The Portuguese language textbook, as an artifact present in the daily life of schools over several generations, reflects the transformations of academic discourse and adapts to the requirements of official programs aimed at distributing didactic materials within the public education system. Its relevance goes beyond the pedagogical function, becoming both a repository of cultural memory and a political instrument that conveys the language and culture of a people. Based on these reflections, this study aims to investigate how the textual genres of the argumentative grouping are didactically approached in the textbook Linguagens em Interação, by Juliana Vegas Chinaglia. Specifically, it seeks to identify the teachable dimensions manifested in the activities related to the production of genres belonging to the argumentative grouping and to evaluate to what extent the writing proposals foster the development of students’ language capacities. The research, qualitative and documentary in nature, is grounded in the theoretical and methodological assumptions of Sociodiscursive Interactionism (SDI), considering the relationship among teaching, language, and social practices. The results indicate that the textbook partially addresses the teachable dimensions of argumentative genres and that its writing proposals contribute, at different levels, to the development of students’ language capacities.