A produção de sentidos sobre a cultura do cancelamento: um estudo da argumentação em turmas da educação básica por meio da produção e análise de podcast

Abstract

This study sets out to explore the process of argumentation concerning cancel culture, focusing on its implications for meaning in oral narratives, specifically through student-produced podcasts in a ninth-grade public school class in Arapiraca, Alagoas. Our starting point is a review of the central tenets of prominent official Basic Education guidelines for teaching Portuguese, such as the National Common Curricular Base (BRASIL, 2017) and the National Curriculum Parameters (BRASIL, 1998). We will also examine textbooks and theoretical resources that discuss argumentation and text creation in educational settings, with special emphasis on multimodal formats and the discursive genre of podcasting. These resources engage with the concept of digital texts and 'scriptorality’. Key authors for this discussion include Koch (2011), Koch; Elias (2020), Gallo (2015, 2016, 2017), and Piris (2021). Subsequently, we will assess the semantic effects derived from student arguments around the classroom theme of Cancel Culture, informed by the theoretical underpinnings of Discourse Analysis, as detailed in the works of Orlandi (1998; 2017; 2020) and Dias (2018). This research involves various teaching sequences, prompting students to reflect on societal issues, specifically cancel culture, and foster discussions via podcasts. From this action-based research, it appears that the students offered interpretative responses that challenged and deconstructed previously established readings. This helped students foster a more critical engagement with language, recognizing that argumentation is a societal practice which signifies the world. Furthermore, they learned that such signification practices represent positions that influence reality and have the potential to either uphold or change it.