A ressignificação do lugar-comum no texto dissertativo-argumentativo escolar

• Autor(a) principal: Polito, Fabiana Botelho dos Santos
• Data de Publicação: 2016
• 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/1/14530
• topic: Dissertative-argumentative text; Argumentation; Commonplace sentences; Teaching; Textual production; Texto dissertativo-argumentativo; Argumentação; Lugar-comum; Ensino; Produção textual; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

What can be seen in Middle School classes is that there is still the predominance of narrative texts in the curriculum, leaving dissertative and argumentative texts to be approached in High School. This paper works with the hypothesis that students in Middle School make excessive use of commonplace sentences when building their arguments in dissertative texts. In addition, we must address the lack of a systematized way of teaching that provides students with a wider range of argumentative skills from elementary level on. Such gap leads to a series of difficulties several adolescents and adults present when faced with the challenge of writing argumentative texts. Thus, the overall purpose of this paper is to analyze the reasons students tend to use commonplace sentences when building their arguments in dissertative texts. One of the goals of this study is to develop, in Portuguese classes, activities that can stimulate and promote the construction of arguments from a number of areas, types of language and argumentative styles in relation to school subjects. This study was conducted in real classroom situations in which the researcher interfered with the activities proposed and analyzed her own pedagogical practice. Moreover, this is a quality research study since it seeks to interpret and understand the use of commonplace sentences in the material students produced. The theory underlying this dissertation is based on Bakhtin s (2011) dialogic concept and on Fiorin s (2015) contributions on commonplace sentences. In conclusion, it could be stated that the constant use of commonplace sentences to argue about a particular subject leads towards unknown concepts of school literacy. This has proved to be a possible tool for learners to express their ideas when they do not have more to say, when commonplace sentences become the only information available, being standard practice inside and outside school. The understanding, with no pre-conceived ideas, of the uses of commonplace sentences in students texts could give their sentences a new perspective in their writing classes.