Argumentation and Citizen Literacy: the intervention song genre in the classroom
DOI:
https://doi.org/10.34624/dw499m28Keywords:
Argumentation, Citizenship literacy, Text genre, Protest song, Educational applicationAbstract
Argumentation plays a key role in communication between subjects and, particularly, in the school context, where it serves as a tool for developing linguistic competencies in reading and written production, as well as for fostering informed civic engagement. It is therefore essential to equip students with a form of citizenship literacy that enables them to participate actively in society. This study pursues the following objectives: (1) to reconceptualize the notion of argumentation within the framework of Socio-Discursive Interactionism; (2) to describe argumentative procedures in a representative text from the protest song genre; and (3) to provide didactic strategies for implementing the production of this genre in the classroom. Grounded in a qualitative, top-down socio-interactionist methodology, the analysis moves from the broader social context to the interpretation of the selected text, considered representative of its genre. The study focuses on the text’s argumentative dimension from a dialogic-interactive perspective. The analysis is structured across macro, meso, and micro levels, corresponding respectively to planning, thematization processes, and metaphorization strategies. Based on these analytical dimensions, the study proposes pedagogical interventions that foster student-centered learning in the classroom and support the development of citizenship literacy.
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