A produção do texto argumentativo na sala de aula: aspectos ligados à informatividade

• Autor(a) principal: Raick, Valéria Cristina Andrade
• Data de Publicação: 2013
• 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/1/6654
• topic: Reading; Argumentative Text; Informativeness; Instructional Sequence; Teaching; Leitura; Texto Argumentativo; Informatividade; Sequência Didática; Ensino; Leitura (Ensino fundamental); Língua portuguesa Redação; Leitura Estudo e ensino; Língua portuguesa Estudo e ensino; Escrita Métodos de ensino; Língua portuguesa Composição exercícios; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This research aims to show the challenges that teachers in general and in particular on account of the purpose of this dissertation, the elementary school teachers face II for their students to be proficient producers of oral and written texts. Based on the conception of textuality factors developed by Beaugrand and Dressler, sustain the hypothesis that the argumentative text, produced in traditional school in terms of education suffers from low degree of informativeness, among other reasons, mainly because they lack a project teaching this subject. The big question that arises is how to achieve this purpose. In general, school essay is not regarded by the directions, and pedagogical teams, sometimes by teachers themselves as a discipline that can be taught. Because they believe the grammatical knowledge of language and reading literary and non-literary texts are sufficient tools for the student alone is capable of producing good texts. The main objective of this thesis is to study aspects related to informativeness argumentative and expository texts produced by ninth graders EF II from a private school in the city of Rio de Janeiro, belonging to the upper middle class. The corpus of this study consists of fifteen essays with production following conditions: seven were produced with the motivation of a text presented by the teacher, and eight with only the presentation of a chosen topic, too, by the teacher. From the analysis of the corpus and confirming the idea that possible and necessary to teach students to produce texts, we suggest a teaching sequence that reflects the walkthrough relevant to the improvement of the progression of ideas of the text types listed