O MSN de papel: um gênero também argumentativo

Abstract

MSN Paper proposal is constituted of written interaction, in the form of conversation, via notebook paper. It can involve two or more students, having that the interaction is developed through the exchange of rotations which may have the format of question/answer, assertive/response. At long last, this is the development of chat talk inside the classroom with a different tool from that usually used, once this is what is available to them. This proposal was adopted as an alternative pedagogical practice to work on the argumentation of an eighth grade (ninth year), working as a kind of unlock activity to the participant students. However, the object to be analyzed was not taken in its original format in the analysis herein developed, but in a deployment of type, once it was used for the pedagogical work with the argumentation, what makes it to transmute in another type. This transmutation of type consisted in the elaboration of a dialogue in the form the students already knew in pairs, from a theme proposed by the teacher. This practice was adopted in view of the complexity that the conventional argumentative types have assumed to most of the students through the documents and guidelines of education, what makes a lot of students be unsuccessful in the production of this gender. Therefore, the purpose is to expose this alternative practice of argumentative text production in the classroom, used as an ―unlock‖ activity of argumentation, aiming to comprehend its operation and effectiveness, presenting the characteristics of the type ―paper MSN‖ and justifying the reason it configures as that; besides, we will analyze it as an activity responsible/responsive and investigate the presence of that kind of argumentation. It is important to point out that the aim of this paper is to evaluate the language operation, of the argumentation, and not to describe a methodological proposal of the work with the gender, although the paper pervades through that question. The text produced by the students will be analyzed taking into consideration two perspectives: the concept of responsiveness/responsibility of Bakhtin and other aspects which are attached, and the theory of argumentation studied by Selma Leitão, who possesses a perspective cognitive- psychological. We will consider that both the approaches are relevant to the treatment of the gender analyzed, one because it treats the language operation, and the other because it works more specifically with the argumentation, treating as well questions related to the education. As from the analysis realized, we can conclude that the gender enables the students to comprehend the operation of the argumentation; even when they assume, in large scale, the speech of others, of adults, that does not mean that they are omitting themselves, on the contrary, they choose a position to defend. There is a responsible activity there, although the communicative relations will occur in reason of the other, our acts are of entire responsibility, because they are unique and unrepeatable. We understand, as well, that the texts will grow, create a body, always complementing the enunciation produced by the interlocutors; in different moments of the texts analyzed, the idea of an interlocutor is retaken and complemented by the other, what reaffirms the dialogism, the responsiveness. Concerning to the argumentation, in accordance with the theory studied by Leitão, this one occurred in the texts, that means, the format of the gender permitted it to be developed.