Ensino de argumentação por meio de situações-problema
The teaching of argumentation through problem situation is the object of this intervention project. In order for this reframing to obtain the outlines of a situated proposal, we started from a survey that added three components: (i) the profile of reader and writer of students from an 8th grade c...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/53146 |
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| Resumo: | The teaching of argumentation through problem situation is the object of this
intervention project. In order for this reframing to obtain the outlines of a situated
proposal, we started from a survey that added three components: (i) the profile of
reader and writer of students from an 8th grade class of Middle School from
Desembargador Silvino Bezerra Neto Municipal School, a public school in the interior
of the state from Rio Grande do Norte; the collections to which these students say to
have access; their understanding of the role of argumentation in the face of the need
to intervene in everyday problem situations. After this stage was over, we focused on
the exposition of this students in the face of conflict situations, aiming at developing
of a reflective-practical posture in which they verified the potential of the
argumentation to mediate them, instead of verbal and/or physical violence. In view of
this, in this project, in general, we aim to assess the didactic potential of to work with
problem situations for to teach argumentation. Furthermore, in a specific way, we
have as objectives: (a) to map argumentative strategies of more recurrent use among
our students; (b) to analyze the construction of the argumentative chain in the face of
the exposition of experiential conflicts situations. Our theoretical contributions are the
Dialogical Conception of Language (BAKHTIN; VOLOCHINOV, [1929] 2017),
Literacy Studies in an Ethnographic Aspect (KLEIMAN, 1995) and Studies of
Argumentation through problem situations (BRETON, [1951] 2005).
Methodologically, this project presents a qualitative approach with an interpretive and
collaborative bias and an ethnographic aspect (BORTONI-RICARDO, 2008). We
used as research tools for data generation: the profile of reader and writer, a quiz
about argumentation and the game Polemic Questions of Brazil. These three
instruments enabled the generation of data for analysis, which prove, that these
students from middle school, contributors to our research, read and write, evidently
perceived in the collection of reading to which they have access and in social use of
writing registered in the profile of reader and writer, and argue, found in some
argumentative strategies used through problem situations of the Game PQ Brazil and
of the Quiz, from which we conclude the effectiveness of the teaching of argumentation through problem situation. |
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