Concepts and practices of teachers of argumentation skills at the 5th grade of basic education
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Data de Publicação: | 2012 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/2593 |
Resumo: | The present article seeks to discuss the concepts of two teachers regarding the teaching of argumentation skills and how they reflect on their teaching practices with 5th grade students. The analysis of five classes of each teacher has revealed that one of them adopted a concept of argumentation detached from day-to-day situations, expressed in the teaching of concepts and in a standard compositional form. The other teacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading and writing activities based on the context, focusing on the analyzed genres’ characteristics. It is possible to conclude that the concept of argumentation as a discursive practice requires a greater knowledge of the diversity of situations and genres found in the society. This knowledge is essential for a more reflexive pedagogical practice centered on the social uses of writing. Keywords: Argumentation. Reading. Writing. |
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Práxis Educativa (Online) |
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Concepts and practices of teachers of argumentation skills at the 5th grade of basic educationConcepções e práticas de professoras no ensino da argumentação no 5º ano do Ensino FundamentalThe present article seeks to discuss the concepts of two teachers regarding the teaching of argumentation skills and how they reflect on their teaching practices with 5th grade students. The analysis of five classes of each teacher has revealed that one of them adopted a concept of argumentation detached from day-to-day situations, expressed in the teaching of concepts and in a standard compositional form. The other teacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading and writing activities based on the context, focusing on the analyzed genres’ characteristics. It is possible to conclude that the concept of argumentation as a discursive practice requires a greater knowledge of the diversity of situations and genres found in the society. This knowledge is essential for a more reflexive pedagogical practice centered on the social uses of writing. Keywords: Argumentation. Reading. Writing.Esta pesquisa discute as concepções de duas professoras sobre o ensino da argumentação e suas relações com a prática pedagógica em turmas do 5º ano. A análise de cinco aulas de cada professora revelou que uma delas adotava uma concepção de argumentação desvinculada das situações de uso, expressa no ensino de conceitos e de uma forma composicional padrão. A outra professora demonstrou maior clareza acerca da diversidade de gêneros textuais e das situações em que se deve argumentar, o que gerou a proposição de atividades de leitura e escrita mais contextualizadas, com foco nas especificidades dos gêneros trabalhados. Conclui-se que a concepção de argumentação como prática discursiva demanda um maior conhecimento sobre a variedade de situações e gêneros presentes na sociedade, sendo este um requisito para uma ação pedagógica mais reflexiva e voltada para os usos sociais da escrita. Palavras-chave: Argumentação. Leitura. Produção de texto.Universidade Estadual de Ponta Grossa2012-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/259310.5212/PraxEduc.v.7i1.00012Práxis Educativa; Vol. 7 No. 1 (2012); 253-278Práxis Educativa; Vol. 7 Núm. 1 (2012); 253-278Práxis Educativa; V. 7 N. 1 (2012); 253-278Práxis Educativa; v. 7 n. 1 (2012); 253-2781809-43091809-403110.5212/PraxEduc.v.7i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2593/2817Leal, Telma FerrazBrandão, Ana Carolina Perrusi AlvesFrança, Andrezza da CostaSilveira, Renata da Conceiçãoinfo:eu-repo/semantics/openAccess2020-04-03T17:52:45Zoai:uepg.br:article/2593Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T17:52:45Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education Concepções e práticas de professoras no ensino da argumentação no 5º ano do Ensino Fundamental |
title |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
spellingShingle |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education Leal, Telma Ferraz |
title_short |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
title_full |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
title_fullStr |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
title_full_unstemmed |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
title_sort |
Concepts and practices of teachers of argumentation skills at the 5th grade of basic education |
author |
Leal, Telma Ferraz |
author_facet |
Leal, Telma Ferraz Brandão, Ana Carolina Perrusi Alves França, Andrezza da Costa Silveira, Renata da Conceição |
author_role |
author |
author2 |
Brandão, Ana Carolina Perrusi Alves França, Andrezza da Costa Silveira, Renata da Conceição |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Leal, Telma Ferraz Brandão, Ana Carolina Perrusi Alves França, Andrezza da Costa Silveira, Renata da Conceição |
description |
The present article seeks to discuss the concepts of two teachers regarding the teaching of argumentation skills and how they reflect on their teaching practices with 5th grade students. The analysis of five classes of each teacher has revealed that one of them adopted a concept of argumentation detached from day-to-day situations, expressed in the teaching of concepts and in a standard compositional form. The other teacher has shown a clearer understanding of the diversity of textual genres and of the situations in which one has to use argumentation skills, therefore generating more reading and writing activities based on the context, focusing on the analyzed genres’ characteristics. It is possible to conclude that the concept of argumentation as a discursive practice requires a greater knowledge of the diversity of situations and genres found in the society. This knowledge is essential for a more reflexive pedagogical practice centered on the social uses of writing. Keywords: Argumentation. Reading. Writing. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-06-29 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/2593 10.5212/PraxEduc.v.7i1.00012 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/2593 |
identifier_str_mv |
10.5212/PraxEduc.v.7i1.00012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/2593/2817 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 7 No. 1 (2012); 253-278 Práxis Educativa; Vol. 7 Núm. 1 (2012); 253-278 Práxis Educativa; V. 7 N. 1 (2012); 253-278 Práxis Educativa; v. 7 n. 1 (2012); 253-278 1809-4309 1809-4031 10.5212/PraxEduc.v.7i1 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
_version_ |
1799317611592286208 |