Banca de DEFESA: DÉBORA KATIENE PRAXEDES COSTA MORAIS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DÉBORA KATIENE PRAXEDES COSTA MORAIS
DATE: 20/08/2026
TIME: 14:00
LOCAL: a combinar
TITLE:

ARGUMENTATION FOR EMANCIPATION: an experience of teaching argumentation as a social practice

KEY WORDS:

Argumentation. Teaching of argumentation as social practice. Multiliteracies workshop. Literacy project. Emancipatory stance.

PAGES: 135
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

As the complexity of the contemporary world increases, particularly due to the globalization effects and the rapid expansion of digital technologies, the profound cultural transformations and its global challenges are intensified. One of these side effects includes the digital risks that affect access to reliable information, dialogue, security, privacy, and users’ well-being. Therefore, addressing such issues requires the development of critical awareness and active citizenship, fostering conscious and transformative engagement toward a more democratic society. In this context, this research proposes to investigate the teaching of argumentation as a social practice aimed at promoting reflective, critical, and ethical emancipation. Based on the Applied Linguistics, Sociocultural Literacy Studies, Multiliteracies Pedagogy, and interactional approaches to argumentation, this research adopts a qualitative, interpretativist, and ethnographically oriented action-research design (Tripp, 2005). It centers on the Literacy Project (LP) “ArgumentAÇÃO para EmancipAÇÃO,” implemented with 9th-grade students from a public school in the state of Rio Grande do Norte, Brazil. The study aims to characterize the experience of teaching argumentation as a social practice, with three specific objectives: (i) to analyze the construction of argumentative interaction; (ii) to examine the relationship between argumentative competencies and digital culture skills; and (iii) to identify the emergence of an emancipatory stance within this pedagogical experience. Data were generated through field notes, photographs, audio and video recordings, Google Docs archives, and open-ended questionnaires via Google Forms. Analysis revealed three main categories: (i) constructed argumentative interaction; (ii) developed competencies and activated skills; and (iii) emancipatory attitude. Findings indicate that argumentative interaction emerges from students’ situated perspectives, grounded in culturally and historically constructed knowledge, as evidenced in videocast excerpts and online interactions (Padlet and Instagram comments). Additionally, the results highlight how argumentative competencies and digital skills (Brazil, 2018) are articulated across different genres such as podcasts, argumentative comments, and opinion essays, produced through multiliteracies workshops. Nevertheless, the study evidences the development of an emancipatory attitude, demonstrating the potential of argumentation as a social practice for critical engagement and action in the world.

COMMITTEE MEMBERS:
Presidente - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa à Instituição - ISABEL CRISTINA MICHELAN DE AZEVEDO - UFS
Externa à Instituição - JACIARA LIMEIRA DE AQUINO - UERN