Argumentative structure in brazilian students’ texts

Detalhes bibliográficos
Autor(a) principal: Riolfi, Claudia R.
Data de Publicação: 2018
Outros Autores: Costa, Renata de O.
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/5106
Resumo:    This paper aims at showing that argumentative structures are present in texts written by students of a public primary school in Brazil. Our research was guided by three questions: 1) What argumentative chains are present in texts? 2) What conjunctions do students employ to create argumentative chains? 3) To what extent does the ability to use argumentative chains change along primary school? The corpus analysed comprises 123 texts written by a group of nine students attending from second to fifth school year. Both quantitative and qualitative analyses were conducted. The analysis showed that participants were able to use argumentative chains in their texts since the beginning of the research, with predominance of normative chains. Moreover, it was possible to verify an increase in the number of semantic blocks in participants’ texts. These findings point to changes in both school curricula and language teaching classes.        
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spelling Argumentative structure in brazilian students’ textsEstructura argumentativa em textos de alumnos brasileñosLa structure argumentative dans des textes d’élèves brésiliensEstrutura argumentativa em textos de alunos brasileirosEscritaArgumentaçãoCurrículoDesenvolvimentoÉcritureArgumentationCurriculumDéveloppementEscrituraArgumentaciónCurriculumDesarrolloWritingArgumentationCurriculumDevelopmentwritingargumentationprimary school   This paper aims at showing that argumentative structures are present in texts written by students of a public primary school in Brazil. Our research was guided by three questions: 1) What argumentative chains are present in texts? 2) What conjunctions do students employ to create argumentative chains? 3) To what extent does the ability to use argumentative chains change along primary school? The corpus analysed comprises 123 texts written by a group of nine students attending from second to fifth school year. Both quantitative and qualitative analyses were conducted. The analysis showed that participants were able to use argumentative chains in their texts since the beginning of the research, with predominance of normative chains. Moreover, it was possible to verify an increase in the number of semantic blocks in participants’ texts. These findings point to changes in both school curricula and language teaching classes.        El artículo muestra la situación de los encadenamientos argumentativos en textos redactados por alumnos de la Enseñanza fundamental I en una escuela pública brasileña. La investigación fue orientada por 3 preguntas: 1) ¿Qué encadenamientos argumentativos ocurren? 2) ¿Qué conjunciones se emplean para crear encadenamientos argumentativos? 3) ¿En qué medida la habilidade de usar encadenamientos argumentativos cambia a lo largo de la Enseñanza Fundamental I? El corpus analizado comprendió 123 textos escritos por nueve participantes estudiando del 2º al 5º año de la escolarización. Se realizaron análisis cuantitativos y cualitativos. El análisis mostró que los participantes lograron emplear encadenamientos argumentativos desde el principio, con predomínio de los normativos. Además, se verificó un aumento en el número de bloques semánticos en los textos de los participantes. Los hallazgos muestran cambios en la investigación acerca de la argumentación y en los currículos escolares. Cet article concerne la présence d’enchaînements argumentatifs dans des textes écrits par des élèves de primaire d’une école publique brésilienne. La recherche se base sur trois questions: 1) quels types d’enchaînements argumentatifs sont produits? 2) quels connecteurs logiques sont employés pour créer ces enchaînements? 3) et dans quelle mesure la capacité d’utiliser des enchaînements argumentatifs évolue-t-elle au long du primaire? Le corpus analysé comprend 123 textes rédigés par neuf participants, allant du CE1 au CM2. Des analyses quantitatives et qualitatives ont été effectuées. L’analyse a montré que les participants étaient en mesure d’employer des enchaînements argumentatifs dès le début, principalement ceux de type normatif. En outre, une augmentation du nombre de blocs sémantiques a été observée dans les textes des participants. Ces résultats indiquent que des changements devraient être apportés à la recherche concernant l’argumentation et les programmes scolaires. O artigo mostra a ocorrência de encadeamentos argumentativos em textos redigidos por alunos do ensino fundamental I em uma escola pública brasileira. A pesquisa, de caráter longitudinal, foi norteada por três questões: 1) Quais encadeamentos argumentativos ocorrem? 2) Quais conjunções são empregadas para criar encadeamentos argumentativos? 3) Em que medida a habilidade de usar encadeamentos argumentativos muda ao longo do fundamental I? O corpus analisado compreendeu 123 textos escritos por nove participantes no período em que cursavam do 2º ao 5º ano do ensino fundamental. Análises quantitativas e qualitativas foram feitas. O estudo mostrou que os participantes conseguiram empregar encadeamentos argumentativos desde o início, com predominância dos normativos. Ademais, verificou-se um acréscimo no número de blocos semânticos nos textos dos participantes. Os achados apontam para mudanças na pesquisa a respeito da argumentação e nos currículos escolares.Fundação Carlos Chagas2018-10-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5106Cadernos de Pesquisa; Vol. 48 No. 169: jul./set.2018; 776-800Cadernos de Pesquisa; Vol. 48 Núm. 169: jul./set.2018; 776-800Cadernos de Pesquisa; Vol. 48 No. 169: jul./set.2018; 776-800Cadernos de Pesquisa; v. 48 n. 169: jul./set.2018; 776-8001980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/5106/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5106/pdf_1Copyright (c) 2018 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRiolfi, Claudia R.Costa, Renata de O.2022-11-08T13:27:09Zoai:ojs.publicacoes.fcc.org.br:article/5106Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-11-08T13:27:09Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Argumentative structure in brazilian students’ texts
Estructura argumentativa em textos de alumnos brasileños
La structure argumentative dans des textes d’élèves brésiliens
Estrutura argumentativa em textos de alunos brasileiros
title Argumentative structure in brazilian students’ texts
spellingShingle Argumentative structure in brazilian students’ texts
Riolfi, Claudia R.
Escrita
Argumentação
Currículo
Desenvolvimento
Écriture
Argumentation
Curriculum
Développement
Escritura
Argumentación
Curriculum
Desarrollo
Writing
Argumentation
Curriculum
Development
writing
argumentation
primary school
title_short Argumentative structure in brazilian students’ texts
title_full Argumentative structure in brazilian students’ texts
title_fullStr Argumentative structure in brazilian students’ texts
title_full_unstemmed Argumentative structure in brazilian students’ texts
title_sort Argumentative structure in brazilian students’ texts
author Riolfi, Claudia R.
author_facet Riolfi, Claudia R.
Costa, Renata de O.
author_role author
author2 Costa, Renata de O.
author2_role author
dc.contributor.author.fl_str_mv Riolfi, Claudia R.
Costa, Renata de O.
dc.subject.por.fl_str_mv Escrita
Argumentação
Currículo
Desenvolvimento
Écriture
Argumentation
Curriculum
Développement
Escritura
Argumentación
Curriculum
Desarrollo
Writing
Argumentation
Curriculum
Development
writing
argumentation
primary school
topic Escrita
Argumentação
Currículo
Desenvolvimento
Écriture
Argumentation
Curriculum
Développement
Escritura
Argumentación
Curriculum
Desarrollo
Writing
Argumentation
Curriculum
Development
writing
argumentation
primary school
description    This paper aims at showing that argumentative structures are present in texts written by students of a public primary school in Brazil. Our research was guided by three questions: 1) What argumentative chains are present in texts? 2) What conjunctions do students employ to create argumentative chains? 3) To what extent does the ability to use argumentative chains change along primary school? The corpus analysed comprises 123 texts written by a group of nine students attending from second to fifth school year. Both quantitative and qualitative analyses were conducted. The analysis showed that participants were able to use argumentative chains in their texts since the beginning of the research, with predominance of normative chains. Moreover, it was possible to verify an increase in the number of semantic blocks in participants’ texts. These findings point to changes in both school curricula and language teaching classes.        
publishDate 2018
dc.date.none.fl_str_mv 2018-10-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5106
url https://publicacoes.fcc.org.br/cp/article/view/5106
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5106/pdf
https://publicacoes.fcc.org.br/cp/article/view/5106/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 48 No. 169: jul./set.2018; 776-800
Cadernos de Pesquisa; Vol. 48 Núm. 169: jul./set.2018; 776-800
Cadernos de Pesquisa; Vol. 48 No. 169: jul./set.2018; 776-800
Cadernos de Pesquisa; v. 48 n. 169: jul./set.2018; 776-800
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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