A argumentação no cotidiano escolar do Ensino Médio

• Autor(a) principal: Serra, Ana Lúcia da Silva
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19963
• topic: Teaching; Written language; Reasoning; Argumentative strategies; Ensino; Linguagem escrita; Argumentação; Estratégias argumentativas; Escrita – Estudo e ensino; Língua portuguesa (Ensino médio) – Escrita; Textos – Estudo e ensino; Linguística; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This dissertation aims to present the results of textual production in High School as it relates to textual genres, pursuant to what the official documents PCN (1998) and BNCC (2018) deliberate. To that extent, taken as a starting point is the dissertative-argumentative text of the following genres: reader’s letter, argumentative chronicle, critical review, petition and opinion article. Choosing such genres enables the student to tap into the language resources to critically analyze reality, take a stance before facts and make decisions, besides promoting respect for social differences. To that end, the research in question involves High School second-graders in the Rio de Janeiro Education System. Therefore, it looks to assess the text producers’ level of proficiency in utilizing the linguistic-argumentative resources as well as their mastery in applying them to several contexts, formal or informal. The theoretical support to the reasoning studies was derived from the views of Aristoteles, Perelman and Olbrechts-Tyteca (2005), Amossy (2020) and Cabral (2010), being the pragmatic rationale of the reasoning the true north for this work. The approach to linguistic questions that affect the writing of argumentative texts draws from Koch (2011, 2018), Garcia (2010), Cabral (2010) and Meyer (2008) and from the analysis of the learners’ work. In this study, it is pointed out that the practice of text production taking into account the sociointeractionist side of the language can favor the development of linguistic and communicative skills and, thus, the act of creating a text can begin to make sense to the learners. This work is supposed to provide tools for that practice and contribute to the teaching of textual production, mainly its argumentative genre, in Basic Education