The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual
Autor(a) principal: | |
---|---|
Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5499 |
Resumo: | In this text, we present a reflection concerning how Portuguese Language manuals - PLM - and teachers develop written text production activities of an “argumentative chronicle” in a classroom of the 8th year of a public school. The motivating question is: how the “argumentative chronicle” is worked in the activities of written production of a PLM and how the teacher transmits this work to the pupils? To answer it, we present a study based on the methodological procedures of Applied Linguistics (AL) with an interpretive base, focusing on the process of language use. The corpus for analysis is constituted by the proposal of written production presented by the Portuguese PLM “Português – Linguagens”, by classes in which the teacher developed the activities related to this production proposal and by the pupils’ texts. The main theoretical base is Perelman & Olbrechts-Tyteca ([1958] 2005), Toulmin ([1958] 2006), and Schneuwly (1988). With data analysis, we perceived that the students can, in general, produce written argumentative texts, leading to them reflections of extra-school knowledge on their production, considering stylistic and thematic marks found in the texts, not taught by the LDP or the teacher. |
id |
UEL-5_4ae87fad8920a148d335c2795d796716 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/5499 |
network_acronym_str |
UEL-5 |
network_name_str |
Revista Entretextos |
repository_id_str |
|
spelling |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manualO gênero crônica argumentativa e a construção de sua aprendizagem pelos alunos: a atuação do professor e do livro didático de portuguêsMother Language teaching/learningArgumentationPortuguese language manualWritten text productionEnsino/aprendizagem de língua maternaArgumentaçãoLivro Didático de PortuguêsProdução de Textos EscritosIn this text, we present a reflection concerning how Portuguese Language manuals - PLM - and teachers develop written text production activities of an “argumentative chronicle” in a classroom of the 8th year of a public school. The motivating question is: how the “argumentative chronicle” is worked in the activities of written production of a PLM and how the teacher transmits this work to the pupils? To answer it, we present a study based on the methodological procedures of Applied Linguistics (AL) with an interpretive base, focusing on the process of language use. The corpus for analysis is constituted by the proposal of written production presented by the Portuguese PLM “Português – Linguagens”, by classes in which the teacher developed the activities related to this production proposal and by the pupils’ texts. The main theoretical base is Perelman & Olbrechts-Tyteca ([1958] 2005), Toulmin ([1958] 2006), and Schneuwly (1988). With data analysis, we perceived that the students can, in general, produce written argumentative texts, leading to them reflections of extra-school knowledge on their production, considering stylistic and thematic marks found in the texts, not taught by the LDP or the teacher.Neste texto, apresentamos uma reflexão acerca de como o livro didático de Português – LDP – e o professor propõem o ensino de produção escrita da crônica argumentativa numa sala de aula de 8° ano de uma escola pública. A pergunta motivadora é: como a crônica argumentativa é trabalhada nas atividades de produção escrita de um LDP e como o professor transmite esse trabalho aos alunos? Para respondê-la, apresentamos um estudo baseado nos procedimentos metodológicos da Linguística Aplicada (LA) com base interpretativista, focalizando o processo de uso da linguagem. O corpus de análise é constituído pela proposta de produção escrita apresentada pelo LDP Português – Linguagens, pelas aulas em que a professora desenvolveu as atividades relacionadas a essa proposta de produção e pelos textos escritos pelos alunos. A base teórica principal de apoio à análise dos dados é constituída de Perelman & Olbrechts-Tyteca (2005), Toulmin (2006) e Schneuwly (1988). Com a análise dos dados, percebemos que os alunos conseguem, de maneira geral, produzir textos argumentativos escritos, levando para eles reflexos do conhecimento extraescolar sobre sua produção, tendo em vista marcas estilísticas e temáticas, detectadas nos textos, não ensinadas pelo LDP nem pela professora.Universidade Estadual de Londrina2010-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/549910.5433/1519-5392.2010v10n1p219Entretextos; v. 10 n. 1 (2010); 219-2462764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5499/5051Copyright (c) 2010 Entretextosinfo:eu-repo/semantics/openAccessSilva, Sílvio Ribeiro da2021-05-20T16:00:23Zoai:ojs.pkp.sfu.ca:article/5499Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-20T16:00:23Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual O gênero crônica argumentativa e a construção de sua aprendizagem pelos alunos: a atuação do professor e do livro didático de português |
title |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
spellingShingle |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual Silva, Sílvio Ribeiro da Mother Language teaching/learning Argumentation Portuguese language manual Written text production Ensino/aprendizagem de língua materna Argumentação Livro Didático de Português Produção de Textos Escritos |
title_short |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
title_full |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
title_fullStr |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
title_full_unstemmed |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
title_sort |
The argumentative chronicle gender and the construction of its learning by students: the practice of the teacher and the Portuguese language manual |
author |
Silva, Sílvio Ribeiro da |
author_facet |
Silva, Sílvio Ribeiro da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Sílvio Ribeiro da |
dc.subject.por.fl_str_mv |
Mother Language teaching/learning Argumentation Portuguese language manual Written text production Ensino/aprendizagem de língua materna Argumentação Livro Didático de Português Produção de Textos Escritos |
topic |
Mother Language teaching/learning Argumentation Portuguese language manual Written text production Ensino/aprendizagem de língua materna Argumentação Livro Didático de Português Produção de Textos Escritos |
description |
In this text, we present a reflection concerning how Portuguese Language manuals - PLM - and teachers develop written text production activities of an “argumentative chronicle” in a classroom of the 8th year of a public school. The motivating question is: how the “argumentative chronicle” is worked in the activities of written production of a PLM and how the teacher transmits this work to the pupils? To answer it, we present a study based on the methodological procedures of Applied Linguistics (AL) with an interpretive base, focusing on the process of language use. The corpus for analysis is constituted by the proposal of written production presented by the Portuguese PLM “Português – Linguagens”, by classes in which the teacher developed the activities related to this production proposal and by the pupils’ texts. The main theoretical base is Perelman & Olbrechts-Tyteca ([1958] 2005), Toulmin ([1958] 2006), and Schneuwly (1988). With data analysis, we perceived that the students can, in general, produce written argumentative texts, leading to them reflections of extra-school knowledge on their production, considering stylistic and thematic marks found in the texts, not taught by the LDP or the teacher. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-08-02 |
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://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5499 10.5433/1519-5392.2010v10n1p219 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5499 |
identifier_str_mv |
10.5433/1519-5392.2010v10n1p219 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/5499/5051 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2010 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2010 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 10 n. 1 (2010); 219-246 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
_version_ |
1799315387650670592 |