USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMS |
Texto Completo: | https://repositorio.ufms.br/handle/123456789/3894 |
Resumo: | Concerning the teaching of mother tongue in Brazilian schools’ panorama, in the recent decades, the assumption of the text as the basis for the Portuguese language classes stands out, a fact that can be seen in the BNCC (2018), (National Common Curricular Base). This latter document maintains as the centrality of the textual genres study, so that, the student can reflect on the functioning of language in different situations of use in reading and text production activities, highlighting, in the textual unit, all other aspects related to language, such as sounds, lexicon, syntactical structures, etc. A written activity requires a wide range of knowledge, linguistic strategies and procedures that directly affect the construction of meanings. In view of this, this research is based on the theorical assumptions of Textual Linguistics, following, above all, Marcushi (2012), Koch (2000) and Fávero (2002). Its general objective is to propose a Activity Sequence (AS) aimed at expanding the argumentative written competence of 9th grade students and, as specific objectives, to bring activities that combine two knowledges: argumentative operators and types of argument, treated with greater depth and thus provide diversified opportunities for students to have richer experiences with the language at work. Another specific objective is to combine each proposed activity with the potentially developed skills, highlighting this relationship, which is so necessary for the teacher's work. For a more consistent proposition with the reality of the classroom, a group of students from a state public school, from Aspásia-SP, was used as a reference. To achieve this goal, the genre opinion article was used, focusing on the meanings and functions of the argumentative operators, linguistic expedients that are essential for the organization of the parts and the chain of ideas. With a greater command of the argumentative operators, it is believed that it is also possible to invest in the diversification of the types of arguments used and connecting these two contents is one of the specific objectives of the research. It is worth mentioning that, in addition to the observation of student productions, the materials made available to the school on the subject were also the object of reflection. In an analysis of the São Paulo state Curriculum, from which the didactic materials “Student’s Notebook” and “Teacher’s Notebook” come from, we can see the need to expand the target contents to improve the coherence and cohesion in the textual productions of the students at this school year. Thus, the methodology of this work was to observe opinion articles written by 9th grade students, and then to elaborate a list of sequenced activities, with the respective theoretical bases that support them and the procedures to be adopted by the teacher. For the theoretical and methodological basis of the proposal, we assume the affirmations of Dolz, Noverraz, Schneuwly (2011), proponents of the Didactic Sequence (DS), which in the state of São Paulo is adapted to Activity Sequence (AS). It is expected that the proposition elaborated about the argumentative operators and the types of argument, required knowledge for the construction of the opinion article, will be a possibility for future applications in the classroom and, by extension, a possible contribution for the improvement of the students writing competence. |
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2021-08-11T00:39:14Z2021-09-30T19:56:49Z2021https://repositorio.ufms.br/handle/123456789/3894Concerning the teaching of mother tongue in Brazilian schools’ panorama, in the recent decades, the assumption of the text as the basis for the Portuguese language classes stands out, a fact that can be seen in the BNCC (2018), (National Common Curricular Base). This latter document maintains as the centrality of the textual genres study, so that, the student can reflect on the functioning of language in different situations of use in reading and text production activities, highlighting, in the textual unit, all other aspects related to language, such as sounds, lexicon, syntactical structures, etc. A written activity requires a wide range of knowledge, linguistic strategies and procedures that directly affect the construction of meanings. In view of this, this research is based on the theorical assumptions of Textual Linguistics, following, above all, Marcushi (2012), Koch (2000) and Fávero (2002). Its general objective is to propose a Activity Sequence (AS) aimed at expanding the argumentative written competence of 9th grade students and, as specific objectives, to bring activities that combine two knowledges: argumentative operators and types of argument, treated with greater depth and thus provide diversified opportunities for students to have richer experiences with the language at work. Another specific objective is to combine each proposed activity with the potentially developed skills, highlighting this relationship, which is so necessary for the teacher's work. For a more consistent proposition with the reality of the classroom, a group of students from a state public school, from Aspásia-SP, was used as a reference. To achieve this goal, the genre opinion article was used, focusing on the meanings and functions of the argumentative operators, linguistic expedients that are essential for the organization of the parts and the chain of ideas. With a greater command of the argumentative operators, it is believed that it is also possible to invest in the diversification of the types of arguments used and connecting these two contents is one of the specific objectives of the research. It is worth mentioning that, in addition to the observation of student productions, the materials made available to the school on the subject were also the object of reflection. In an analysis of the São Paulo state Curriculum, from which the didactic materials “Student’s Notebook” and “Teacher’s Notebook” come from, we can see the need to expand the target contents to improve the coherence and cohesion in the textual productions of the students at this school year. Thus, the methodology of this work was to observe opinion articles written by 9th grade students, and then to elaborate a list of sequenced activities, with the respective theoretical bases that support them and the procedures to be adopted by the teacher. For the theoretical and methodological basis of the proposal, we assume the affirmations of Dolz, Noverraz, Schneuwly (2011), proponents of the Didactic Sequence (DS), which in the state of São Paulo is adapted to Activity Sequence (AS). It is expected that the proposition elaborated about the argumentative operators and the types of argument, required knowledge for the construction of the opinion article, will be a possibility for future applications in the classroom and, by extension, a possible contribution for the improvement of the students writing competence.No panorama relativo ao ensino de língua materna nas escolas do Brasil, destaca-se, nas últimas décadas, a assunção do texto como a base para as aulas de língua portuguesa, fato que se pode ver na BNCC (2018) - Base Nacional Curricular Comum. Esse documento apresenta como centralidade o estudo dos gêneros textuais, a fim de que, nas atividades de leitura e produção de textos, o estudante possa refletir sobre o funcionamento da língua nas diversas situações de uso, destacando-se, no interior da unidade textual, todos os demais aspectos relacionados à língua, como os sons, o léxico, as estruturas sintáticas etc. Uma atividade de escrita de texto demanda sempre a mobilização de vários conhecimentos, estratégias linguísticas e procedimentos que incidem na construção dos sentidos. Em vista disso, esta pesquisa pauta-se nos pressupostos teóricos da Linguística Textual, seguindo, sobretudo, Marcuschi (2012), Koch (2000) e Fávero (2002). Tem como objetivo geral propor uma Sequência de Atividades (SA) voltada a ampliar a competência argumentativa escrita de alunos de 9º ano do Ensino Fundamental e, como objetivos específicos, trazer atividades que aliem dois saberes: operadores argumentativos e tipos de argumento, tratados com maior profundidade e, assim, fornecer oportunidades diversificadas para que os alunos tenham vivências mais ricas com a língua em funcionamento. Um outro objetivo específico é aliar cada atividade proposta às habilidades potencialmente desenvolvidas, evidenciando essa relação, tão necessária ao trabalho do professor. Tomou-se como referência uma turma de estudantes de escola pública estadual, do município de Aspásia-SP, para uma proposição mais condizente com a realidade de sala de aula. Para o alcance dos objetivos, foi utilizado o gênero artigo de opinião, com foco nos sentidos e funções dos operadores argumentativos, expedientes linguísticos essenciais para a organização das partes e o encadeamento das ideias. Com maior domínio dos operadores argumentativos, estima-se que seja possível investir, também, na diversificação dos tipos de argumentos empregados, sendo que interligar esses dois conteúdos constitui um dos objetivos específicos da pesquisa. Vale dizer que, além da observação das produções estudantis, foram também alvo de reflexão os materiais disponibilizados à escola sobre o tema. Em uma análise do Currículo Paulista, do qual advêm os materiais didáticos Caderno do aluno e Caderno do Professor, nota-se a necessidade de aprofundar os conteúdos-alvo para atingir com mais adequação a argumentação por escrito. Assim, a metodologia do trabalho foi observar artigos de opinião de alunos de 9º ano, para, em seguida, elaborar um rol de atividades sequenciadas, com as respectivas bases teóricas que as sustentam e os procedimentos a serem adotados pelo professor. Para o embasamento teórico-metodológico da proposta, assumem-se as asserções de Dolz, Noverraz, Schneuwly (2011), proponentes da Sequência Didádica (SD), que no estado de São Paulo é adaptada para Sequência de Atividades (SA). Espera-se que a proposição elaborada acerca dos operadores argumentativos e dos tipos de argumento, saberes unidos para a construção do artigo de opinião, seja uma possibilidade para futuras aplicações em sala de aula e, por extensão, uma possível contribuição para a melhoria da competência escritora dos alunos.Fundação Universidade Federal de Mato Grosso do SulUFMSBrasilOperadores argumentativosUSOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANOinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSolange de Carvalho FortilliELIANA RIBEIRO DA SILVA MENEGUSSIinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFMSinstname:Universidade Federal de Mato Grosso do Sul (UFMS)instacron:UFMSTHUMBNAILDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdf.jpgDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdf.jpgGenerated Thumbnailimage/jpeg1310https://repositorio.ufms.br/bitstream/123456789/3894/3/DISSERTA%c3%87%c3%83O%20-%20Eliana%20Ribeiro%20da%20Silva%20Menegussi..pdf.jpg493cbba9396c71217468d0c1c729971eMD53TEXTDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdf.txtDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdf.txtExtracted texttext/plain236355https://repositorio.ufms.br/bitstream/123456789/3894/2/DISSERTA%c3%87%c3%83O%20-%20Eliana%20Ribeiro%20da%20Silva%20Menegussi..pdf.txta05cd4df8126c699a2881c158eb863f9MD52ORIGINALDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdfDISSERTAÇÃO - Eliana Ribeiro da Silva Menegussi..pdfapplication/pdf1437890https://repositorio.ufms.br/bitstream/123456789/3894/1/DISSERTA%c3%87%c3%83O%20-%20Eliana%20Ribeiro%20da%20Silva%20Menegussi..pdfe6e04e152ef8259a761df9c7cf9836d6MD51123456789/38942021-09-30 15:56:49.603oai:repositorio.ufms.br:123456789/3894Repositório InstitucionalPUBhttps://repositorio.ufms.br/oai/requestri.prograd@ufms.bropendoar:21242021-09-30T19:56:49Repositório Institucional da UFMS - Universidade Federal de Mato Grosso do Sul (UFMS)false |
dc.title.pt_BR.fl_str_mv |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
title |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
spellingShingle |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO ELIANA RIBEIRO DA SILVA MENEGUSSI Operadores argumentativos |
title_short |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
title_full |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
title_fullStr |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
title_full_unstemmed |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
title_sort |
USOS DE OPERADORES ARGUMENTATIVOS E DIVERSIFICAÇÃO DOS TIPOS DE ARGUMENTOS EM TEXTOS DE ALUNOS DO 9º ANO |
author |
ELIANA RIBEIRO DA SILVA MENEGUSSI |
author_facet |
ELIANA RIBEIRO DA SILVA MENEGUSSI |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Solange de Carvalho Fortilli |
dc.contributor.author.fl_str_mv |
ELIANA RIBEIRO DA SILVA MENEGUSSI |
contributor_str_mv |
Solange de Carvalho Fortilli |
dc.subject.por.fl_str_mv |
Operadores argumentativos |
topic |
Operadores argumentativos |
description |
Concerning the teaching of mother tongue in Brazilian schools’ panorama, in the recent decades, the assumption of the text as the basis for the Portuguese language classes stands out, a fact that can be seen in the BNCC (2018), (National Common Curricular Base). This latter document maintains as the centrality of the textual genres study, so that, the student can reflect on the functioning of language in different situations of use in reading and text production activities, highlighting, in the textual unit, all other aspects related to language, such as sounds, lexicon, syntactical structures, etc. A written activity requires a wide range of knowledge, linguistic strategies and procedures that directly affect the construction of meanings. In view of this, this research is based on the theorical assumptions of Textual Linguistics, following, above all, Marcushi (2012), Koch (2000) and Fávero (2002). Its general objective is to propose a Activity Sequence (AS) aimed at expanding the argumentative written competence of 9th grade students and, as specific objectives, to bring activities that combine two knowledges: argumentative operators and types of argument, treated with greater depth and thus provide diversified opportunities for students to have richer experiences with the language at work. Another specific objective is to combine each proposed activity with the potentially developed skills, highlighting this relationship, which is so necessary for the teacher's work. For a more consistent proposition with the reality of the classroom, a group of students from a state public school, from Aspásia-SP, was used as a reference. To achieve this goal, the genre opinion article was used, focusing on the meanings and functions of the argumentative operators, linguistic expedients that are essential for the organization of the parts and the chain of ideas. With a greater command of the argumentative operators, it is believed that it is also possible to invest in the diversification of the types of arguments used and connecting these two contents is one of the specific objectives of the research. It is worth mentioning that, in addition to the observation of student productions, the materials made available to the school on the subject were also the object of reflection. In an analysis of the São Paulo state Curriculum, from which the didactic materials “Student’s Notebook” and “Teacher’s Notebook” come from, we can see the need to expand the target contents to improve the coherence and cohesion in the textual productions of the students at this school year. Thus, the methodology of this work was to observe opinion articles written by 9th grade students, and then to elaborate a list of sequenced activities, with the respective theoretical bases that support them and the procedures to be adopted by the teacher. For the theoretical and methodological basis of the proposal, we assume the affirmations of Dolz, Noverraz, Schneuwly (2011), proponents of the Didactic Sequence (DS), which in the state of São Paulo is adapted to Activity Sequence (AS). It is expected that the proposition elaborated about the argumentative operators and the types of argument, required knowledge for the construction of the opinion article, will be a possibility for future applications in the classroom and, by extension, a possible contribution for the improvement of the students writing competence. |
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2021 |
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