Teaching in Texts that Incite Action

An Argumentative View

Abstract

One of the aims of language teaching in current schools is to make the student a participant in dialogue processes and a protagonist in tasks of producing and interpreting texts appropriate to each social situation (CAVALCANTE; PAULIKONOS, 2017). Text teaching represents a challenge for the teacher, at any level. In this study we present reflections on notions of text, argumentation and teaching based on texts that incite action (ADAM, 2018). We show that the work with argumentation has always been developed in the classroom, although it appears with evidence only in situations of demonstrative or polemic modality. In orality teaching, the debate of controversial issues is commonly stimulated, to motivate the theme to be explored in the textbook unit. In writing teaching, in general, it is explained how to formulate a thesis and base it with explicit arguments, to defend it. Such guidelines are usually based on the correction guides of Enem composition and public service selections, such as university entrance exams. We used as an example for this discussion the texts that incite action, which, according to Adam, oscillate between a domain of advice / recommendation and a procedural / injunctive domain. The mix of advice-recommendations and procedural instructions, however, is the most frequent form of text plans of this nature (ADAM, 2018; LÜGER, 1995). We understand that the texts that incite action can fit into the argumentative modalities that Amossy (2017) calls patemic and pedagogical.