Banca de QUALIFICAÇÃO: DÉBORA KATIENE PRAXEDES COSTA MORAIS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : DÉBORA KATIENE PRAXEDES COSTA MORAIS
DATE: 27/06/2025
TIME: 14:00
LOCAL: Sala de reuniões da ECT
TITLE:

ARGUMENTATION FOR EMANCIPATION: a teaching experience through confrontation

KEY WORDS:

Argumentation. Confrontation-based argumentation teaching. Multiliteracies workshop. Literacy project.

PAGES: 100
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The complexity of contemporary society – especially shaped by globalization and the advancement of digital technologies – has triggered profound cultural transformations and posed significant global challenges, including those related to digital dangers. Such dangers represent threats in online environments that can compromise access to reliable information, discourage dialogical tolerance, and endanger users’ safety, privacy, and well-being. In response to these social issues, developing critical awareness and fostering active and ethical citizenship is essential for building a more democratic society. In this regard, empowering individuals to question the world and analyze controversial situations from multiple perspectives supports the formation of reasoned and socially responsible positions. Within this framework, it was designed the Literacy Project (LP) “ArgumentAÇÃO para EmancipAÇÃO” as a social practice to enhance students’ argumentative capacities through confrontation-based learning and lived experiences. This LP integrates an ethnographic-oriented action research situated in the qualitative paradigm and interpretivist approach, aiming to investigate the nature of the teaching-learning experience of argumentation through confrontation. Four specific objectives guided this study: (i) to identify the issues raised during the experience; (ii) to analyze the construction of argumentative interaction; (iii) to explore the skills activated within argumentative and digital culture competences; and (iv) to map the resources mobilized for the construction of the argumentative chain. Theoretically, the study draws from Applied Linguistics, Sociocultural Literacy Studies, the Pedagogy of Multiliteracies, studies on interactional argumentation, and the conception of argumentation as an emancipatory social practice. The participants are middle school students from a public school in the state of Rio Grande do Norte, Brazil. The data generation involved field notes, photographs, audiovisual recordings, forms, and questionnaires. From the data, four categories of analysis emerged: (a) issues under discussion; (b) development of argumentative interaction; (c) competences developed and skills activated; and (d) mobilized argumentative chains. The results highlight how the selected issues stemmed from students’ historically constructed cultural knowledge and interpretations of their social reality. They also reveal how argumentative interaction was built based on the stances adopted in each argumentative situation (e.g., videocasts and argumentative comments). Moreover, a connection between the development of argumentative and digital culture competences (Brazil, 2028) was observed in the production of podcasts and argumentative comments. Finally, the mobilization of argumentative chains in the production of opinion articles – among other genres developed through multiliteracies workshops in this LP – demonstrated how argumentation can be used as a tool for social action.

COMMITTEE MEMBERS:
Presidente - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa à Instituição - ISABEL CRISTINA MICHELAN DE AZEVEDO - UFS
Externa à Instituição - LUCIA HELENA MEDEIROS DA CUNHA TAVARES - UERN