A escrita argumentativa: diálogos com um livro didático de português

Detalhes bibliográficos
Autor(a) principal: Rocha, Regina Braz da Silva Santos
Data de Publicação: 2010
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/13491
Resumo: This work discusses the teaching of the production of argumentative texts in a didactic collection of Portuguese intended for high school and demonstrates how the teaching of linguistic and discursive resources is essential for the appropriation of social practices in which writing is inherently argumentative. For this, we chose as the object of study the collection Português: Linguagens, of which three didactic activities of argumentative text production were selected to constitute the corpus of research. Our purpose is to show how the book teaches to produce argumentative texts written in this didactic collection and propose a possibility of theoretical and methodological proposal for teaching argumentative writing, in a perspective enunciative and discursive, adopting as a starting point the analysis. We asked what is the purpose linguistic and discursive offered by the authors to teach the student to produce argumentative texts written and how the proposed written production is organized in the collection, in order to show the contents of the language taken as teaching objects, comparing the proposed prescribed the teacher's manual and the proposal implemented in didactic activities. In this condition, this study reconstructs the tradition of the written production, pointing to the historical trajectory of learning paradigms and the use de didactic books, since the nineteenth century until the rise of the concept of genrer from the 1990s. Interlink this historical overview with the complexity in which the high school was established in Brazilian education, to discuss the specifics of this segment with regard to the teaching of argumentative writing. From the description of the teaching proposal for the production of argumentative texts of Português: Linguagens, indicate which theoretical meanings are called, articulating with the description and analysis of didactic activities, refers to graphic design and organization of the chapter. For this, the theoretical foundations of our research are the concepts of interaction, utterance and speech genres, as the bakhtinian conceptions. The analysis clarifies that the collection uses the concept of speech genres as a synonym of textual typology and textual genre. The treatment given to the texts echoes the tradition of producing the composition, established in the nineteenth century, bringing the voices of Aristotelian rhetoric and the New Rhetoric. The following questions does not allow the student to experience the social practices of the argumentative writing. From the analysis, we suggest another possibility of didactic proposal for the texts taken as teaching units in each didactic activity, reconstructing the discursive chain in which they are immersed, as utterances which are materialized in accordance with constraints of the speech genres. This view has recovered initiated dialogues, as well as linguistic and discursive resources used. This didactic suggestion shows that the didactic study of texts, considering their materiality verbal, visual or verbal visual, linking procedures of reading and interpretation with the knowledge necessary for the production of argumentative texts, enabling the study of language in a utterance´s totality, could be taken by the student for the construction of meaning, marking its point of view
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spelling Brait, Elisabethhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4299769A8Rocha, Regina Braz da Silva Santos2016-04-28T18:22:15Z2011-02-042010-10-22Rocha, Regina Braz da Silva Santos. The argumentative writing: dialogues with a didactic collection of portuguese. 2010. 291 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/13491This work discusses the teaching of the production of argumentative texts in a didactic collection of Portuguese intended for high school and demonstrates how the teaching of linguistic and discursive resources is essential for the appropriation of social practices in which writing is inherently argumentative. For this, we chose as the object of study the collection Português: Linguagens, of which three didactic activities of argumentative text production were selected to constitute the corpus of research. Our purpose is to show how the book teaches to produce argumentative texts written in this didactic collection and propose a possibility of theoretical and methodological proposal for teaching argumentative writing, in a perspective enunciative and discursive, adopting as a starting point the analysis. We asked what is the purpose linguistic and discursive offered by the authors to teach the student to produce argumentative texts written and how the proposed written production is organized in the collection, in order to show the contents of the language taken as teaching objects, comparing the proposed prescribed the teacher's manual and the proposal implemented in didactic activities. In this condition, this study reconstructs the tradition of the written production, pointing to the historical trajectory of learning paradigms and the use de didactic books, since the nineteenth century until the rise of the concept of genrer from the 1990s. Interlink this historical overview with the complexity in which the high school was established in Brazilian education, to discuss the specifics of this segment with regard to the teaching of argumentative writing. From the description of the teaching proposal for the production of argumentative texts of Português: Linguagens, indicate which theoretical meanings are called, articulating with the description and analysis of didactic activities, refers to graphic design and organization of the chapter. For this, the theoretical foundations of our research are the concepts of interaction, utterance and speech genres, as the bakhtinian conceptions. The analysis clarifies that the collection uses the concept of speech genres as a synonym of textual typology and textual genre. The treatment given to the texts echoes the tradition of producing the composition, established in the nineteenth century, bringing the voices of Aristotelian rhetoric and the New Rhetoric. The following questions does not allow the student to experience the social practices of the argumentative writing. From the analysis, we suggest another possibility of didactic proposal for the texts taken as teaching units in each didactic activity, reconstructing the discursive chain in which they are immersed, as utterances which are materialized in accordance with constraints of the speech genres. This view has recovered initiated dialogues, as well as linguistic and discursive resources used. This didactic suggestion shows that the didactic study of texts, considering their materiality verbal, visual or verbal visual, linking procedures of reading and interpretation with the knowledge necessary for the production of argumentative texts, enabling the study of language in a utterance´s totality, could be taken by the student for the construction of meaning, marking its point of viewEste trabalho discute o ensino de produção de textos argumentativos em uma coleção didática de língua portuguesa destinada ao ensino médio e demonstra como o ensino dos recursos linguístico-discursivos é essencial para a apropriação das práticas sociais em que a escrita argumentativa é inerente. Para isso, escolhemos como objeto de estudo a coleção Português: Linguagens, da qual selecionamos três atividades didáticas de produção escrita de textos argumentativos para constituir o corpus de pesquisa. O nosso objetivo é mostrar como se ensina a produzir textos argumentativos escritos nesta obra didática e propor uma possibilidade de encaminhamento teórico-metodológico para o ensino da escrita argumentativa, em uma perspectiva enunciativo-discursiva, adotando como ponto de partida a análise realizada. Questionamos qual é o encaminhamento linguístico-discursivo oferecido pelos autores para levar o aluno à produção de textos argumentativos e como a proposta de produção escrita é organizada na coleção, com a finalidade de mostrar os conteúdos da língua tomados como objetos de ensino, comparando a proposta prescrita pelo manual do professor e a proposta concretizada nas atividades didáticas. Nessa condição, este estudo reconstrói a tradição referente à produção escrita, apontando a trajetória histórica dos paradigmas de ensino instaurados, bem como a utilização de livros didáticos, desde o século XIX até a ascensão do conceito de gênero a partir da década de 1990. Interligamos esse panorama histórico com a complexidade em que o ensino médio foi instituído na educação brasileira, para discutir as especificidades desse segmento no que se refere ao ensino da escrita argumentativa. Partindo da descrição da proposta de ensino de produção de textos argumentativos da coleção Português: Linguagens, apontamos quais acepções teóricas são convocadas, articulando com a descrição e análise das atividades didáticas, quanto ao seu projeto gráfico e à organização do capítulo. Para isso, fundamentamos a pesquisa nos conceitos de interação, enunciado concreto e gênero do discurso, conforme as concepções bakhtinianas. A análise esclarece que a coleção utiliza o conceito de gêneros do discurso como sinônimo de tipologia textual e de gênero textual. O tratamento conferido aos textos ressoa a tradição da produção da composição, instaurada no século XIX, trazendo as vozes da retórica aristotélica e da Nova Retórica. A sequência de questões não possibilita que o aluno vivencie as práticas sociais de escrita argumentativa. A partir da análise, propomos outra possibilidade de encaminhamento teórico-metodológico para os textos tomados como unidades de ensino em cada atividade didática, reconstituindo a cadeia discursiva em que estão imersos, como enunciados que se materializaram de acordo com as coerções do gênero do discurso. Esse ponto de vista recuperou os diálogos instaurados, bem como os recursos linguístico-discursivos utilizados. Essa sugestão didática mostra que o estudo didático dos textos, considerando sua materialidade verbal, visual ou verbo-visual, interliga procedimentos de leitura e interpretação com os conhecimentos necessários para a produção de textos argumentativos, possibilitando que a língua seja estudada na totalidade do enunciado, podendo ser adotada pelo aluno para a construção de sentidos, marcando seu ponto de vistaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30104/Regina%20Braz%20da%20Silva%20Santos%20Rocha.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaEnsino médioEscrita argumentativaGênero do discursoPráticas sociaisHigh schoolArgumentative writtenSpeech genresSocial practicesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA escrita argumentativa: diálogos com um livro didático de portuguêsThe argumentative writing: dialogues with a didactic collection of portugueseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRegina Braz da Silva Santos Rocha.pdf.txtRegina Braz da Silva Santos Rocha.pdf.txtExtracted texttext/plain413167https://repositorio.pucsp.br/xmlui/bitstream/handle/13491/3/Regina%20Braz%20da%20Silva%20Santos%20Rocha.pdf.txt8c08c68d883aef2c141255abe21cf142MD53ORIGINALRegina Braz da Silva Santos Rocha.pdfapplication/pdf55319124https://repositorio.pucsp.br/xmlui/bitstream/handle/13491/1/Regina%20Braz%20da%20Silva%20Santos%20Rocha.pdf868494e5cdac11df81588eec1b5d036aMD51THUMBNAILRegina Braz da Silva Santos Rocha.pdf.jpgRegina Braz da Silva Santos Rocha.pdf.jpgGenerated Thumbnailimage/jpeg3213https://repositorio.pucsp.br/xmlui/bitstream/handle/13491/2/Regina%20Braz%20da%20Silva%20Santos%20Rocha.pdf.jpga504cca5f875eec978f4cedd2e345120MD52handle/134912022-04-28 10:43:30.746oai:repositorio.pucsp.br:handle/13491Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T13:43:30Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv A escrita argumentativa: diálogos com um livro didático de português
dc.title.alternative.eng.fl_str_mv The argumentative writing: dialogues with a didactic collection of portuguese
title A escrita argumentativa: diálogos com um livro didático de português
spellingShingle A escrita argumentativa: diálogos com um livro didático de português
Rocha, Regina Braz da Silva Santos
Ensino médio
Escrita argumentativa
Gênero do discurso
Práticas sociais
High school
Argumentative written
Speech genres
Social practices
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short A escrita argumentativa: diálogos com um livro didático de português
title_full A escrita argumentativa: diálogos com um livro didático de português
title_fullStr A escrita argumentativa: diálogos com um livro didático de português
title_full_unstemmed A escrita argumentativa: diálogos com um livro didático de português
title_sort A escrita argumentativa: diálogos com um livro didático de português
author Rocha, Regina Braz da Silva Santos
author_facet Rocha, Regina Braz da Silva Santos
author_role author
dc.contributor.advisor1.fl_str_mv Brait, Elisabeth
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4299769A8
dc.contributor.author.fl_str_mv Rocha, Regina Braz da Silva Santos
contributor_str_mv Brait, Elisabeth
dc.subject.por.fl_str_mv Ensino médio
Escrita argumentativa
Gênero do discurso
Práticas sociais
topic Ensino médio
Escrita argumentativa
Gênero do discurso
Práticas sociais
High school
Argumentative written
Speech genres
Social practices
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv High school
Argumentative written
Speech genres
Social practices
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description This work discusses the teaching of the production of argumentative texts in a didactic collection of Portuguese intended for high school and demonstrates how the teaching of linguistic and discursive resources is essential for the appropriation of social practices in which writing is inherently argumentative. For this, we chose as the object of study the collection Português: Linguagens, of which three didactic activities of argumentative text production were selected to constitute the corpus of research. Our purpose is to show how the book teaches to produce argumentative texts written in this didactic collection and propose a possibility of theoretical and methodological proposal for teaching argumentative writing, in a perspective enunciative and discursive, adopting as a starting point the analysis. We asked what is the purpose linguistic and discursive offered by the authors to teach the student to produce argumentative texts written and how the proposed written production is organized in the collection, in order to show the contents of the language taken as teaching objects, comparing the proposed prescribed the teacher's manual and the proposal implemented in didactic activities. In this condition, this study reconstructs the tradition of the written production, pointing to the historical trajectory of learning paradigms and the use de didactic books, since the nineteenth century until the rise of the concept of genrer from the 1990s. Interlink this historical overview with the complexity in which the high school was established in Brazilian education, to discuss the specifics of this segment with regard to the teaching of argumentative writing. From the description of the teaching proposal for the production of argumentative texts of Português: Linguagens, indicate which theoretical meanings are called, articulating with the description and analysis of didactic activities, refers to graphic design and organization of the chapter. For this, the theoretical foundations of our research are the concepts of interaction, utterance and speech genres, as the bakhtinian conceptions. The analysis clarifies that the collection uses the concept of speech genres as a synonym of textual typology and textual genre. The treatment given to the texts echoes the tradition of producing the composition, established in the nineteenth century, bringing the voices of Aristotelian rhetoric and the New Rhetoric. The following questions does not allow the student to experience the social practices of the argumentative writing. From the analysis, we suggest another possibility of didactic proposal for the texts taken as teaching units in each didactic activity, reconstructing the discursive chain in which they are immersed, as utterances which are materialized in accordance with constraints of the speech genres. This view has recovered initiated dialogues, as well as linguistic and discursive resources used. This didactic suggestion shows that the didactic study of texts, considering their materiality verbal, visual or verbal visual, linking procedures of reading and interpretation with the knowledge necessary for the production of argumentative texts, enabling the study of language in a utterance´s totality, could be taken by the student for the construction of meaning, marking its point of view
publishDate 2010
dc.date.issued.fl_str_mv 2010-10-22
dc.date.available.fl_str_mv 2011-02-04
dc.date.accessioned.fl_str_mv 2016-04-28T18:22:15Z
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dc.identifier.citation.fl_str_mv Rocha, Regina Braz da Silva Santos. The argumentative writing: dialogues with a didactic collection of portuguese. 2010. 291 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/13491
identifier_str_mv Rocha, Regina Braz da Silva Santos. The argumentative writing: dialogues with a didactic collection of portuguese. 2010. 291 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.
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