O processo argumentativo construído em um programa de formação continuada multiletrada com professores da educação de jovens e adultos (EJA) ; The argumentative process built within a multiliteracy continuing education program with teachers of youth and adult education (EJA)

Considering the relation between theory and practice in the teaching practice, the tools and theoretical-methodological resources which subsidize language teachers’ practice are diverse. Amongst them, the argumentation in school contexts emerges as a critical-collaborative practice which aims at constructing and expanding knowledges through discussion and interactions in classroom (LEITÃO, 2011; LIBERALI, 2013; MAGALHÃES; OLIVEIRA, 2016; MATEUS, 2016). In this perspective, the present research is a collaborative study whose objectives are to identify, to describe and to analyze the interactions during English language classes in the EJA modality of two public schools in terms of discursive-argumentative resources (used by teachers and students) in order to examine how and to what extent the argumentation is present and contributes to teacher-student interaction during the English language teaching and learning processes. The context of this investigation refers to two public schools, located in regions on the outskirts of Santa Maria, Rio Grande do Sul (Brazil). Furthermore, this study had as its participants two English language teachers and their respective students of EJA, who were in the recorded classes which compose the corpus. The process of recording the classes occurred during a didactic unit application period, elaborated by the teachers in a continuing education program (BRUM, 2019), which is associated to the umbrella project "Multiletramentos, Interdisciplinaridade e Formação de Professores de Linguagem na Escola” part of the Post Graduation Program of Linguistics of the Federal University of Santa Maria (PPGL/UFSM). The topics chosen as guiding themes for the didactic units were picked by the teachers: the job market and the movie “Who wants to be a millionaire”. In order to achieve the objective of this research, we aimed, in the first moment, at identifying and describing the Generic Structure Potential (GSP) (HASAN, 1989) of five English language classes, based on the classification of ...