In teaching the production of dissertative-argumentative text, among the argumentative strategies is the counter-argument, which allows the author to confront the ideas presented in the theme. The project general objective is to identify Portuguese-language high school textbooks, to analyze, historically and comparatively, the defined contents of counter-argument use in the dissertative-argumentative text and to discuss the opposition connectors importance at the discursive level, so that the student can write his argumentative text with cohesion and coherence. The analysis objects are three school textbooks: the first one produced in the 1990s and the second and third in the 2010s. They were selected by two criteria: a) school textbooks produced before and after the PNLD selection process; b) school textbooks with chapters that focus on the argumentative genres plurality such as reader's letter, review, opinion article, etc. considered dissertative-argumentative texts. The project revolves around the following question: how did the manual produced prior to the PNLD selection process and the collections approved by the PNLD 2018 approach the counterargument concept in order to allow students to develop the argumentative text by considering the confront and contrast resources? Twenty years separate the 1990s manual from the 2010s manuals, this interval allows a historical approach in the "great time" (BAKHTIN, 2003, p. 364), fundamental for comparative analysis, because it allows to understand that the manuals relate dialogically, since they are not restricted only to the period of circulation. The theoretical-methodological framework is based on Plantin (2008), Charaudeau (2016), Fiorin (2017), Garcia (2015), Koch and Elias (2017), who consider the dialogical notion of discourse.
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