O poder de falar bem: um estudo sobre o ensino de oratória em escolas cristãs brasileiras por meio do sistema de avaliatividade

• Autor(a) principal: Campos, Viviane Carlos de Oliveira Tavares
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18298
• topic: Oratory; Rhetoric; Education; Principal approach; Systemic functional linguistics; Appraisal theory; Positive discourse analysis; Oratória; Retórica; Educação; Abordagem educacional por princípios; Linguística sistêmico-funcional; Sistema de avaliatividade; Análise do discurso positiva; Oratória – Estudo e ensino; Educação cristã; Linguística; Análise do discurso; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This theses lines up with Positive Discourse Analysis (Bartlet,2010) in the sense that it is a linguistic study which intends to turn the results back to the community involved, in order to contribute to the improvement of their social interaction and promote changes in their social practices. The present investigation maps out by means of linguistic analysis, how the concepts and values about the teaching of Oratory in Principle Approach schools located in different Brazilian states are built and negotiated. The understanding of what we call Oratory lays on the definition given by Webster (1828), as well as on the rhetoric theory by Aristotle (384-322 arc.) and the treatise on argumentation by Perelman (1996). The premise is functionalist oriented (Halliday, 1985; 2004), through which we understand that by the study of linguistic sequences it is possible to unveil the meanings that are instantiated in them. Thus, the speaker’s linguistic choices point to the meanings produced by them from his particular point of view. The analytic categories applied here come from the Appraisal Theory (Martin & White, 2005), according to which the linguistic marks found in different discourses point to the manner in which the speaker, implicitly or explicitly, attribute value judgment to people, objects, situations, or events, as well as the way in which an author of a text joins or disjoins his interlocutors or other discourses present in his own. The corpus of this analysis is constituted by two kinds of texts. The written texts are school classroom material on Oratory, along with the answers given by184 teachers to written questionnaires about the Teaching of Oratory. The oral texts are the transcription of the discussion that took place in a focus group with four of these teachers. The results of the classroom material allowed us to understand the topics that compose and should compose classroom material with this purpose. Through the analysis of the discourse of the participants in the Focus Group, it was possible to apprehend what they think about Oratory, what values are attributed to the teaching of Oratory and some of the main barriers to the implementation of this teaching in their schools. The application of the Appraisal Theory (Martin & White, 2005) to their speech also allowed us to map out categories of Affect and Judgement which reflect how these professionals see themselves and feel in relation to the discipline in focus. Thus, in order to contribute to the insertion of Oratory in these teachers’ teaching practice, the need of awareness, based on considering, creating and apllying and specific professional development for Principle Approach teachers to teach Oratory was pointed out. For the purpose of collaborating with this professional development, the elements considered essential to be part of their process of professional qualification were indicated.