Resumo

FIGUEROA SANDOVAL, Beatriz; AILLON NEUMANN, Mariana  e  NEIRA MARTINEZ, Angie. Argumentative Writing in Primary Education in Chile: A Case Study. REDIE [online]. 2018, vol.20, n.2, pp.59-68. ISSN 1607-4041.  https://doi.org/10.24320/redie.2018.20.2.1710.

The study presents a review of written comments made by elementary school students in Hualpén, Chile. The discourse analysis uses a pragma-dialectical theoretical approach to strategies used by subjects (justification, polemical and/or deliberative), and the situational network in which the writing was produced. This network includes tasks relating to semiotic construction, the world, sociocultural identity, politics, and connection. The results of the study describe how children handle the assembly of two semiotic systems (language and images), construct their reality in the face of a controversial territorial topic, and become aware of social tensions caused, among other aspects. The research highlights how, with a language-in-use approach, it is possible to foster a critical opinion in students regarding their local environment, which guides them naturally towards their first steps in argumentative writing.

Palavras-chave : Writing; argumentation; primary education; cultural identity.