Argumentação na retórica aristotélica: uma contribuição para o estudo dos temas transversais no ensino médio

Abstract

The dissertation investigates argumentation in Rhetoric by Aristotle, analyzing its contributions to the approach of cross-cutting themes in secondary education, in dialogue with contemporary argumentation theory, especially the New Rhetoric developed by Chaïm Perelman, systematized in The New Rhetoric: A Treatise on Argumentation. The main objective is to understand the foundations of Aristotelian rhetorical argumentation and to discuss its potential for philosophy teaching, considering the formation of discursive rationality and the development of students’ argumentative competence. The research is characterized as qualitative, theoretical-analytical, and bibliographical in nature, articulating the conceptual analysis of the classical tradition with contemporary contributions from argumentation theory and with the examination of educational documents that guide secondary education. The study examines the constitutive elements of Aristotelian argumentation, such as modes of persuasion and the structure of discourse, as well as their updating in light of the Perelmanian perspective, highlighting the centrality of the audience, reasonableness, and argumentative construction in the educational context. The dissertation discusses the role of philosophy in basic education and the relevance of argumentation as a formative practice capable of promoting critical reflection, rational dialogue, and discursive participation. As a practical-propositional contribution, it presents a methodological proposal based on a didactic sequence, conceived as a strategy for teaching and learning argumentation in the study of cross-cutting themes. It concludes that the dialogue between Aristotelian rhetoric and the New Rhetoric provides a consistent theoretical framework for philosophy teaching, showing that the approach to cross-cutting themes constitutes a privileged space for the development of critical thinking and discursive competence in secondary education.