From dissertation to school essay: a note on this transformation

• Autor(a) principal: Santos, Givan José Ferreira dos
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/16194
• topic: Theories of text; Textual typology; Dissertation; Textual genre; School essay; Teorias do texto; Tipologia Textual; Dissertação; Gênero Textual; Ensaio Escolar.

In this article, I intend to compose an explanatory framework of notions and justifications that underlie historical change of terminology referring to written argumentative texts produced by students based on a theme proposed by the teacher in Elementary and High School: before, identified as dissertation, now called school essay. I make incursions in theories that study language and text; and I compare two distinct paradigms: an older one, structuralist-inspired, which is practiced by teachers whose focus is on the classical textual typology, using the term dissertation; and a more recent one, grounded on the Theory of Textual Genres, implemented by teachers whose focus is centered on the concept of genre, employing the label school essay. Reflective analysis undertaken results in criticism regarding the traditional school system which utilizes argumentative writing; and in promising investigations related to the current proposal, in school, with written argumentative texts, founded on textual genres with predominance of the argumentative type of text, that is, school essay.