A escrita argumentativa em redações do ENEM: um estudo de sequências textuais em interface com os tipos de argumentos

• Autor(a) principal: Prieto, Sandra Lorenzo Gonçalves
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24370
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA; Planos de Texto; Sequências textuais; Tipos de argumentos; Text Plans; Textual strings; Types of arguments

This thesis is part of the line of research Reading, Writing and Teaching the Portuguese Language of the Postgraduate Studies Program in Portuguese Language at the Pontifical Catholic University of São Paulo and its theme is the study of textual sequences in the constitution of arguments in argumentative essays. The research is justified by the importance of approaching linguistic studies to reflect upon textual sequences when designing writing tasks for ENEM. Our hypothesis is that, depending on the type of argument, there are certain combinations of textual strings. Based on this hypothesis, we established the following research questions: 1) How are the textual sequences organized in the text plans of ENEM newsrooms? and 2) What textual sequences are present in the constitution of each type of argument? In order to answer these questions the main objective of this research is to exame the organization of textual sequences in the composition of the types of arguments, and the specific objectives of this research are: 1) to identify, describe and analyze the types of arguments in the argumentative essays; 2) to identify, describe and analyze the types of textual sequences responsible for the constitution of arguments in the designing of argumentative essay tasks and 3) to reflect upon and interpret the relationship between the combination of textual sequences and the types of arguments in argumentative essays produced by graduating high school students for the National High School Examination Exam (ENEM). We are based on the studies of Textual Discourse Analysis (ADAM, 2011, 2016, 2019; MARQUESI 2013, 2017, 2019); (CABRAL, 2013); and Argumentation, more specifically, of New Rhetoric (PERELMAN, C .; OLBRECHTS-TYTECA, L., 2014); and the Theory of Argumentation in Language (DUCROT, 1977; 1981a; 1981b; 1984; 2009); (CABRAL, 2011; 2017). The results reveal that in the composition of the text plan of the analyzed essays, the different types of arguments are constituted by descriptive, argumentative, explanatory and narrative textual sequences. The results obtained indicate the relevance of the descriptive sequences in the constitution of all types of arguments, the presence of which is more expressive in the constitution of the quasi-logical argument of identity / definition for thematic introduction and progression. The explanatory and argumentative sequences were presented in a regular average in the constitution of the different types of arguments, being more present in the composition of arguments that establish relationships between facts of reality, such as: causality and succession. As for narrative sequences, these appear in smaller numbers and as a possibility of composition, only, of arguments that support the structure of the real of example and analogy