Sequências textuais argumentativas e progressão textual na redação de alunos da Educação de Jovens e Adultos

• Autor(a) principal: Medeiros, Jeyza Andrade de
• Data de Publicação: 2020
• 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/23293
• topic: Educação de Jovens e Adultos; Sequências textuais argumentativas; Progressão textual; Young and Adults Education; Argumentative textual sequences; Textual development; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This dissertation is set in Reading, Writing and Portuguese Language Teaching research area of Pontificia Catholic University of São Paulo in Portuguese Language Postgraduate Studies Program, and its theme is the relationship between the argumentation and the textual development in the students essays of Young and Adults Education (Educação de Jovens Adultos - EJA). The guide question of this study is: How do High School students of EJA organise the argumentative textual structure in a way to assure the textual development in their argumentative essays? To answer this question we have established as the general aim to verify the construction of the argumentation in the essays of EJA High School students. The specific aims are: 1) identify, describe and analyze the sequences of argumentation and the mechanisms of textual development present in the analysed essays and 2) discuss the relationship between the sequences of argumentation and the textual development in the essays. To achieve these goals, we based our studies in Fávero and Koch (2002), Marquesi (2004) and Koch (2017), to deal with the assumption of Textual Linguistics; in Adam (2011) to deal with the text layers and textual sequences; in Marcushi (2008) and Koch (2015;2016) to deal with the mechanisms of textual development. The corpus of analysis consists of six essays selected from an amount of thirty written by EJA students based on a previous essay suggestion and elaborated by us. This research has allowed us to observe that the lack of elements from the textual argumentative sequences undermines the textual development appropriate to the text