O texto argumentativo em sala de aula: uma proposta de escrita com editoriais
We know that there is still a lot to study and research in the teaching of Portuguese in order to improve teaching practice, especially in elementary school. Therefore, a more specific work in the area of textual production is necessary since students have many difficulties in articulating ideas,...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28575 |
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| Resumo: | We know that there is still a lot to study and research in the teaching of Portuguese in
order to improve teaching practice, especially in elementary school. Therefore, a more
specific work in the area of textual production is necessary since students have many
difficulties in articulating ideas, and this is more evident in argumentative textual
genres. In view of the above, our object of research is the construction of
argumentation in texts produced by students in the classroom. As a general objective,
we seek to analyze the argumentative process in the construction of the editorial
textual genre written by 9th grade students. As for specific objectives, we seek to
identify the argumentative strategies used by students in the production of the editorial
text genre. We also describe the use and functions of the argumentative operators
used by students in their texts. In addition, we compared the texts of the initial and final
production regarding the organizational aspects of the argumentative sequence.
Regarding the methodology, our research is an action research, as we use our own
classroom as a laboratory where the teacher / researcher and the students are
participants in the scientific investigation process. We base our work on the studies of
some theorists of Applied Linguistics and textual Linguistics, among them Marcuschi
(2005, 2008); Koch (2016); Kock and Elias (2017, 2010); Antunes (2009, 2010), from
Textual Linguistics; Passarelli (2004) that deals with the teaching of writing at school;
Marcuschi (2008), in relation to textual genres; Bakhtin (2003) on speech genres;
Plantin (2008); Pinto (2010); Koch (2011) and Fiorin (2017), on Argumentation; Soares
(2016); Melo (1985); Souza (2006), on Editorial; and about the Didactic Sequence
(SD), with Dolz; Noverraz and Schneuwly (2004). As for the results, we were able to
verify, after the intervention with the use of the DS, that the students do not vary in the
type of argumentative operators in the written production, but they vary in their
argumentative function, although they demonstrate little knowledge of these linguistic
marks, repeating the same operators several times throughout the text. We also
noticed that students use, in some situations, these language resources, presenting
some difficulties, sometimes compromising the argumentation of the text, as they do
not correspond to the discursive meaning or the semantic value of these expressions.
Thus, we conclude that the work with argumentative textual production, in EF, requires
more activities directed to the use and understanding of the elements that intertwine
the arguments of persuasion, convincing and refutation. |
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