A rhetorical-interactionist teaching-learning journey based on the play Auto da Compadecida

Abstract

Placed in the dimension of the social practices, argumentation is a non coercive human activity which fits into the realm of controversy and contentiousness, and which maintains dialogue as its relational matrix, despite its persuasive contours. Teaching it widens the pupil’s argumentative competence, which is composed of the abilities to engage in dialogue, to think, to choose and to commit oneself socially, all of which is essential to the formation of a citizen, according to Grácio (2016). The school environment becomes, thus, adequate for the promotion of teaching practices based on theoretical-practical knowledge. Therefore, the research problem lies in answering how rhetorical-interactionist teaching proposal of a literary work, such as Auto da Compadecida, can be mobilized in class to create teaching-learning situations which allow enhancements to the argumentative competence of elementary school students. Auto da Compadecida is a literary work which is suitable for such endeavor, since João Grilo, its main character, embodies the power of persuasive discourse and reveals his argumentative competence when fighting for his life against Severino in gaita benta episode.