Ensino de argumentação em eventos de letramento
The teaching of Portuguese Language (PL) in Brazil has been through a lot of changes. This can be justified from different theoretical and methodological questions, such as those related to conceptions of language, reading, writing and text. These changes are related to initiatives of re-significa...
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| Formato: | doctoralThesis |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27059 |
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| Resumo: | The teaching of Portuguese Language (PL) in Brazil has been through a lot of changes. This can be
justified from different theoretical and methodological questions, such as those related to conceptions
of language, reading, writing and text. These changes are related to initiatives of re-signification of PL
teaching, since strictly normative and authoritative model has not taken into account the understanding
of social aspects of the language. In order to contribute to this process of re-signification, more
specifically the teaching of argumentation, we developed a literacy project (KLEIMAN, 2000) with a
9th grade class from a state public school, located in the city of Portalegre-RN. Such project had as
initial contextualization concerns about the municipal elections of 2016, and as a social located
problem the lack of drinking water in the municipality. In this sense, we have as general objective, in
this research, to re-signify the teaching of the argumentation through literacy events. To do this, we
draw the following specific objectives: (i) to map literacy practices from the students participating in
this research, especially those related to argumentative genres; (ii) to categorize principles of resignification of the teaching of argumentation through literacy events (iii) to analyze which skills
related to the competence of the argumentation are developed in those literacy events. Theoretically,
we make a journey through the history of the PL as a discipline (SOARES, 2002; CORRÊA; LIRA,
2012); we bring to light the social perspective of Literacy Studies (KLEIMAN, 1995); the literacy
projects as a didactic model (TINOCO, 2008); the concepts of literacy practices (STREET [1995]
2014) and literacy events (HAMILTON, 2000); the notion of network activities (OLIVEIRA;
TINOCO; SANTOS, 2011); which can be understood as social agency and literacy agents
(KLEIMAN, 2006; FERNANDES, 2015); and what we call continuous reading-writing-orality.
Finally, we present different theoretical perspectives of the argumentation (PERELMAN,
OLBRECHTS-TYTECA, 2005, AMOSSY, 2018), as well as considerations about the teaching of
argumentation (PLANTIN, 2008, 2010, CARVALHO, 20015, LIMA, PIRIS, 2017; SANTOS;
AZEVEDO, 2017; SILVA, 2015). Methodologically, this study is inserted in the area of Applied
Linguistics (MOITA-LOPES, 2006), being of social and interpretative nature. It is a qualitative
research (ANDRÉ, 1995), based on the research-action model (THIOLLENT, 1985), which had a
series of research tools: questionnaires, oral texts, written and rewritten texts, videos, photographs and
field notes. From the literacy project that we developed, we highlighted in this study two literacy
events - a regulated debate and a roundtable, which were organized from problem situations related to
the lack of drinking water in Portalegre. From the literacy events that were analyzed, we categorized
the principles of teaching argumentation from literacy events, which are: social situated problem;
visible elements of events and not visible from literacy practices; social agency and literacy agents;
network activities / discursive genres; continuous reading-writing-orality. In addition, it was possible
to identify the set of skills related to the argumentation competence. In general, this research shows us
that the teaching of argumentation through literacy events is something viable and significant that is
justified by the fact that the argumentation is taken as an interaction process. In this way, students
learn to argue by experiencing argumentation through situated social practices, that is, one learns to
argue, arguing. |
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