O uso de operadores argumentativos em comentários críticos de alunos de 9º ano do ensino fundamental II
This study aimed to analyze (re)written productions of students from a public school of Rio Grande do Norte State, resulting from a pedagogical intervention, ie, a set of activities organized and applied in the classroom. We developed a didactic sequence that enabled language actions, stimulating in...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21370 |
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| Resumo: | This study aimed to analyze (re)written productions of students from a public school of Rio Grande do Norte State, resulting from a pedagogical intervention, ie, a set of activities organized and applied in the classroom. We developed a didactic sequence that enabled language actions, stimulating in students a reflection of the constituent elements of critical commentary, emphasizing the importance of proper use of linguistic operators of argumentation towards the establishment of textual coherence in their written productions. Specifically, the aim was to investigate the use of argumentative operators in critical commentary productions written by students of the 9th grade of elementary school II, and consider the impact of this methodological action in the exercise of argumentative competence in textual creations. Fieldwork consisted of six meetings, two hours each, covering transmission of the proposal to the students, initial production, workshops and final production, developed at Dr. Graciliano Lordão State School, applied on a 9th grade class. The study of bibliography is anchored in Bronckart-theory, Dolz, Schneuwly, Noverraz, theorists who advocate a socio-discursive and interactionalist perspective of language teaching that underlie appropriate and qualified pedagogical interventions adopted as effective learning tools. As for the concepts of the Theory of Argumentation, we have relied on (DUCROT, 1988), (KOCH 2004), among other authors. It was expected that through an effective participation of the teacher in the intervention, students were able to produce texts in which presented the reinforcement of their point of view using the argumentative operators properly. Therefore, the assessment effect was positive based on tests results.
At the end of the work, we concluded that students can construct arguments to defend a point of view without teaching interferences of argumentation, however, this alone does not ensure enough polished and elaborated productions that school requires from these students .Thus, we understand that an educational intervention aimed at the development of a critical and reflective attitude towards the text can achieve significant results when it takes into account the reality of the students, respecting and considering their movements at all stages of this knowledge appropriation process. |
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