Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/19694 |
Resumo: | This research, within the scope of the Professional Master's Program in Letters (Profletras-UFS), aims to deepen the study of reading oral opinion texts with students in the final years of elementary school. Thus, the main objective is to systematize the argumentative reading of this genre through a teaching prototype, whose intervention application occurred in a ninth-grade class at a public school in São Cristóvão, Sergipe. This study is based on the identification of some gaps in studies of oral argumentation in Profletras, observed in a systematic literature review. It was found that work on oral argumentation in schools has often been limited to the application of didactic sequences around the debate genre. In the present proposal, we chose to develop a teaching prototype, according to Rojo (2017), as it is a didactic resource favorable to the integration of media that facilitate work with oral opinion text. The conception of discourse genres defined by Bakhtin (2016); the perspective of interactional argumentation, according to Plantin (2008); the procedures for analyzing argumentative levels, as proposed by Padilla, Douglas, and López (2011); and the principles of argumentative reading proposed by Azevedo, Reis, and Monte (2021) also underpin this research. Methodologically, this research is qualitative in nature, based on BortoniRicardo (2008), and resorts to action research, based on Tripp (2005), for the application of the invention process in the school. Thus, this investigation aligns with the Pedagogy of Multiliteracies, of the New London Group (1996, 2000), and with studies of argumentation in contemporaneity, as well as aiming to contribute to the improvement of the reading skills of the students involved in this intervention proposal. With the application of the research product, the results obtained indicate that the articulation between argumentative reading and the teaching prototype favors students' understanding of oral opinion texts, as well as contributing to the identification of aspects of orality and argumentation. Thus, it is concluded that this approach enables work with oral argumentation in the teaching-learning process. |
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Batista, Jean SantosAzevedo, Isabel Cristina Michelan de2024-07-24T19:05:28Z2024-07-24T19:05:28Z2024-02-29BATISTA, Jean Santos. Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino. 2024. 124 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2024.https://ri.ufs.br/jspui/handle/riufs/19694This research, within the scope of the Professional Master's Program in Letters (Profletras-UFS), aims to deepen the study of reading oral opinion texts with students in the final years of elementary school. Thus, the main objective is to systematize the argumentative reading of this genre through a teaching prototype, whose intervention application occurred in a ninth-grade class at a public school in São Cristóvão, Sergipe. This study is based on the identification of some gaps in studies of oral argumentation in Profletras, observed in a systematic literature review. It was found that work on oral argumentation in schools has often been limited to the application of didactic sequences around the debate genre. In the present proposal, we chose to develop a teaching prototype, according to Rojo (2017), as it is a didactic resource favorable to the integration of media that facilitate work with oral opinion text. The conception of discourse genres defined by Bakhtin (2016); the perspective of interactional argumentation, according to Plantin (2008); the procedures for analyzing argumentative levels, as proposed by Padilla, Douglas, and López (2011); and the principles of argumentative reading proposed by Azevedo, Reis, and Monte (2021) also underpin this research. Methodologically, this research is qualitative in nature, based on BortoniRicardo (2008), and resorts to action research, based on Tripp (2005), for the application of the invention process in the school. Thus, this investigation aligns with the Pedagogy of Multiliteracies, of the New London Group (1996, 2000), and with studies of argumentation in contemporaneity, as well as aiming to contribute to the improvement of the reading skills of the students involved in this intervention proposal. With the application of the research product, the results obtained indicate that the articulation between argumentative reading and the teaching prototype favors students' understanding of oral opinion texts, as well as contributing to the identification of aspects of orality and argumentation. Thus, it is concluded that this approach enables work with oral argumentation in the teaching-learning process.Esta pesquisa, circunscrita ao âmbito do Programa de Mestrado Profissional em Letras (Profletras-UFS), tem o intuito de aprofundar o estudo da leitura de textos orais de opinião com estudantes do ensino fundamental (anos finais). Assim, o principal objetivo é sistematizar a leitura argumentativa desse gênero por meio de um protótipo didático de ensino, cuja aplicação interventiva ocorreu em uma turma de nono ano de uma escola pública de São Cristóvão, em Sergipe. Este estudo tem por base a identificação de algumas lacunas em estudos da argumentação oral do Profletras, observadas em uma revisão sistemática da literatura. Constatou-se que o trabalho com a argumentação oral na escola frequentemente tem se restringido à aplicação de sequências didáticas em torno do gênero debate. Na presente proposta, optou-se por elaborar um protótipo didático de ensino, conforme Rojo (2017), por ser um recurso didático favorável à integração de mídias que favorecem o trabalho com o texto oral de opinião. Também fundamentam esta investigação a concepção de gêneros do discurso, definida por Bakhtin (2016); a perspectiva da argumentação interacional, segundo Plantin (2008); os procedimentos de análise dos níveis argumentativos, do modo como propõem Padilla, Douglas e López (2011) e os princípios de leitura argumentativa propostos por Azevedo, Reis e Monte (2021). Metodologicamente, esta pesquisa tem natureza qualitativa, fundamentada em Bortoni-Ricardo (2008), e recorre à pesquisaação, baseada em Tripp (2005), para a aplicação do processo de invenção na escola. Desse modo, esta investigação se alinha à Pedagogia dos Multiletramentos, do Grupo Nova Londres (1996, 2000) e aos estudos da argumentação na contemporaneidade, além de intentar contribuir com o aprimoramento da leitura dos estudantes envolvidos nesta proposta interventiva. Com a aplicação do produto de pesquisa, os resultados apurados apontam que a articulação entre leitura argumentativa e o protótipo didático de ensino favorece a compreensão dos estudantes a respeito dos textos orais de opinião, bem como contribui para a identificação dos aspectos da oralidade e da argumentação. Dessa forma, conclui-se que esta abordagem viabiliza o trabalho com argumentação oral no processo de ensino-aprendizagem.São CristóvãoporLinguística (estudo e ensino)Leitura oralDidáticaEnsinoLetramentoArgumentação oralProtótipo didático de ensinoMultiletramentosOral argumentationTeaching prototypeMultiliteraciesLINGUISTICA, LETRAS E ARTES::LETRASLeitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/19694/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJEAN_SANTOS_BATISTA.pdfJEAN_SANTOS_BATISTA.pdfapplication/pdf5285518https://ri.ufs.br/jspui/bitstream/riufs/19694/2/JEAN_SANTOS_BATISTA.pdff0f8ad9bde77ece74cb16d41d29f7c0aMD52riufs/196942024-07-24 16:05:33.578oai:oai:ri.ufs.br:repo_01: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2024-07-24T19:05:33Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
title |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
spellingShingle |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino Batista, Jean Santos Linguística (estudo e ensino) Leitura oral Didática Ensino Letramento Argumentação oral Protótipo didático de ensino Multiletramentos Oral argumentation Teaching prototype Multiliteracies LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
title_full |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
title_fullStr |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
title_full_unstemmed |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
title_sort |
Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino |
author |
Batista, Jean Santos |
author_facet |
Batista, Jean Santos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Batista, Jean Santos |
dc.contributor.advisor1.fl_str_mv |
Azevedo, Isabel Cristina Michelan de |
contributor_str_mv |
Azevedo, Isabel Cristina Michelan de |
dc.subject.por.fl_str_mv |
Linguística (estudo e ensino) Leitura oral Didática Ensino Letramento Argumentação oral Protótipo didático de ensino Multiletramentos |
topic |
Linguística (estudo e ensino) Leitura oral Didática Ensino Letramento Argumentação oral Protótipo didático de ensino Multiletramentos Oral argumentation Teaching prototype Multiliteracies LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Oral argumentation Teaching prototype Multiliteracies |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research, within the scope of the Professional Master's Program in Letters (Profletras-UFS), aims to deepen the study of reading oral opinion texts with students in the final years of elementary school. Thus, the main objective is to systematize the argumentative reading of this genre through a teaching prototype, whose intervention application occurred in a ninth-grade class at a public school in São Cristóvão, Sergipe. This study is based on the identification of some gaps in studies of oral argumentation in Profletras, observed in a systematic literature review. It was found that work on oral argumentation in schools has often been limited to the application of didactic sequences around the debate genre. In the present proposal, we chose to develop a teaching prototype, according to Rojo (2017), as it is a didactic resource favorable to the integration of media that facilitate work with oral opinion text. The conception of discourse genres defined by Bakhtin (2016); the perspective of interactional argumentation, according to Plantin (2008); the procedures for analyzing argumentative levels, as proposed by Padilla, Douglas, and López (2011); and the principles of argumentative reading proposed by Azevedo, Reis, and Monte (2021) also underpin this research. Methodologically, this research is qualitative in nature, based on BortoniRicardo (2008), and resorts to action research, based on Tripp (2005), for the application of the invention process in the school. Thus, this investigation aligns with the Pedagogy of Multiliteracies, of the New London Group (1996, 2000), and with studies of argumentation in contemporaneity, as well as aiming to contribute to the improvement of the reading skills of the students involved in this intervention proposal. With the application of the research product, the results obtained indicate that the articulation between argumentative reading and the teaching prototype favors students' understanding of oral opinion texts, as well as contributing to the identification of aspects of orality and argumentation. Thus, it is concluded that this approach enables work with oral argumentation in the teaching-learning process. |
publishDate |
2024 |
dc.date.accessioned.fl_str_mv |
2024-07-24T19:05:28Z |
dc.date.available.fl_str_mv |
2024-07-24T19:05:28Z |
dc.date.issued.fl_str_mv |
2024-02-29 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BATISTA, Jean Santos. Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino. 2024. 124 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2024. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/19694 |
identifier_str_mv |
BATISTA, Jean Santos. Leitura de textos orais de opinião: ensino da argumentação a partir de um protótipo didático de ensino. 2024. 124 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2024. |
url |
https://ri.ufs.br/jspui/handle/riufs/19694 |
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por |
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Pós-Graduação Profissional em Letras |
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Universidade Federal de Sergipe (UFS) |
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