A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/0013000012q6r |
Texto Completo: | http://repositorio.ufsm.br/handle/1/26609 |
Resumo: | This Doctor’s research aims to investigate how working with the textual principle of intentionality helped in producing argumentative texts by students of the 2nd year in high school at Colégio Militar de Santa Maria. In order to embody this action research, we chose the genre argumentative chronicle. Text studies from this genre are centered on the precepts of Text Linguistics, especially in Beaugrande and Dressler (1981) with regard to intentionality, and in Koch (2014; 2015; 2016), and Jubran (2015) regarding topical progression and articulators. For the foundations on text plan, we used Adam (2011), Cabral (2013), Marquesi, Elias and Cabral (2017), while metacognition was based on studies by Flavell (1976; 1979) and Gerhardt (2017). Other authors that also support this research are White and Arndt (1991) regarding process writing; Ruiz (2015) on interactive textual evaluation; Freire and Faundez (2017) for problematizing questions. As for the didactic sequence, we turn to Dolz and Schneuwly (2004). With regard to methodological basis on action research, we have Burns (1999), Carr and Kemmis (1988), and Thiollent (2011). The didactic sequence was worked with the students between the months of April and November 2019, so that the project covered all the students in the class. The analysis was carried out from the productions of a subject. The results reveal the contribution of the work with intentionality through the conscious use of textual articulators, the organization of ideas through topical progression, and the elaboration of the text plan permeated by metacognitive activities. The contribution was made not only regarding the qualification of the student’s text, but, above all, regarding the awareness of her intentionality and the metacognitive processes of learning. Thus, we notice that the tasks of producing argumentative texts at school need to encompass the work with the intentionality so that from planning to writing the final version there is the development of awareness about the linguistic resources, with the development of the students’ autonomy regarding their learning process. |
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A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao textoIntentionality in argumentative writing in high school: from planning to textIntencionalidadeLinguística do textoEscrita-processoArgumentaçãoEnsino médioIntentionalityText linguisticsProcess writingArgumentationHigh schoolCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASThis Doctor’s research aims to investigate how working with the textual principle of intentionality helped in producing argumentative texts by students of the 2nd year in high school at Colégio Militar de Santa Maria. In order to embody this action research, we chose the genre argumentative chronicle. Text studies from this genre are centered on the precepts of Text Linguistics, especially in Beaugrande and Dressler (1981) with regard to intentionality, and in Koch (2014; 2015; 2016), and Jubran (2015) regarding topical progression and articulators. For the foundations on text plan, we used Adam (2011), Cabral (2013), Marquesi, Elias and Cabral (2017), while metacognition was based on studies by Flavell (1976; 1979) and Gerhardt (2017). Other authors that also support this research are White and Arndt (1991) regarding process writing; Ruiz (2015) on interactive textual evaluation; Freire and Faundez (2017) for problematizing questions. As for the didactic sequence, we turn to Dolz and Schneuwly (2004). With regard to methodological basis on action research, we have Burns (1999), Carr and Kemmis (1988), and Thiollent (2011). The didactic sequence was worked with the students between the months of April and November 2019, so that the project covered all the students in the class. The analysis was carried out from the productions of a subject. The results reveal the contribution of the work with intentionality through the conscious use of textual articulators, the organization of ideas through topical progression, and the elaboration of the text plan permeated by metacognitive activities. The contribution was made not only regarding the qualification of the student’s text, but, above all, regarding the awareness of her intentionality and the metacognitive processes of learning. Thus, we notice that the tasks of producing argumentative texts at school need to encompass the work with the intentionality so that from planning to writing the final version there is the development of awareness about the linguistic resources, with the development of the students’ autonomy regarding their learning process.Esta pesquisa de Doutorado tem por objetivo investigar como o trabalho com o princípio textual de intencionalidade auxiliou na produção de textos argumentativos de alunos do 2º ano do Ensino Médio do Colégio Militar de Santa Maria. No intuito de dar corpo a esta pesquisa-ação, escolhemos o gênero Crônica Argumentativa. Os estudos do texto, a partir desse gênero, estão centrados nos preceitos da Linguística do Texto, sobretudo em Beaugrande e Dressler (1981), no que se refere à intencionalidade, e em Koch (2015; 2014; 2016) e Jubran (2015), quanto à progressão tópica e aos articuladores. Para a fundamentação sobre o Plano de Texto, recorremos a Adam (2011), Cabral (2013), Marquesi, Elias e Cabral (2017), e a metacognição tem por base os estudos de Flavell (1976; 1979) e Gerhardt (2017). Outros autores também fazem parte da sustentação desta pesquisa, como White e Arndt (1991), no que se refere à escrita-processo (Process Writing); Ruiz (2015), sobre a avaliação textual-interativa; Freire e Faundez (2017), para as perguntas problematizadoras. Já quanto à sequência didática, recorremos a Dolz e Schneuwly (2004). No que tange aos preceitos metodológicos, sobre a pesquisa-ação, buscamos apoio em Burns (1999), Carr e Kemmis (1988) e Thiollent (2011). A Sequência Didática foi dinamizada com os estudantes entre os meses de abril a novembro de 2019, de maneira que o projeto abarcou todos os alunos da turma. A análise foi realizada a partir das produções de uma sujeita. Os resultados revelam a contribuição do trabalho com a intencionalidade, pelo uso consciente dos articuladores textuais, a organização das ideias com a progressão tópica e a elaboração do plano de texto, permeados por atividades metacognitivas. A contribuição se deu não apenas quanto à qualificação do texto da aluna, mas, sobretudo, no que diz respeito à tomada de consciência de sua intencionalidade e dos processos metacognitivos da aprendizagem. Assim, percebemos que as atividades de produção de textos argumentativos, na escola, necessitam abarcar o trabalho com a intencionalidade de maneira que, desde o planejamento até a escrita da versão final, haja o desenvolvimento da consciência acerca dos recursos linguísticos, com o desenvolvimento da autonomia dos estudantes quanto ao seu processo de aprendizagem.Universidade Federal de Santa MariaBrasilLetrasUFSMPrograma de Pós-Graduação em LetrasCentro de Artes e LetrasMotta, Vaima Regina Alveshttp://lattes.cnpq.br/0273630781694767Feitosa, Alessandra Martins GomesSouza, Antonio Escandiel deNegreiros, Gil Roberto CostaSantos, Patrícia dosOliveira, Michele Mendes Rocha de2022-10-20T15:58:54Z2022-10-20T15:58:54Z2022-04-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/26609ark:/26339/0013000012q6rporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-10-20T15:58:54Zoai:repositorio.ufsm.br:1/26609Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-10-20T15:58:54Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto Intentionality in argumentative writing in high school: from planning to text |
title |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
spellingShingle |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto Oliveira, Michele Mendes Rocha de Intencionalidade Linguística do texto Escrita-processo Argumentação Ensino médio Intentionality Text linguistics Process writing Argumentation High school CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
title_full |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
title_fullStr |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
title_full_unstemmed |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
title_sort |
A intencionalidade na escrita argumentativa do ensino médio: do planejamento ao texto |
author |
Oliveira, Michele Mendes Rocha de |
author_facet |
Oliveira, Michele Mendes Rocha de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Motta, Vaima Regina Alves http://lattes.cnpq.br/0273630781694767 Feitosa, Alessandra Martins Gomes Souza, Antonio Escandiel de Negreiros, Gil Roberto Costa Santos, Patrícia dos |
dc.contributor.author.fl_str_mv |
Oliveira, Michele Mendes Rocha de |
dc.subject.por.fl_str_mv |
Intencionalidade Linguística do texto Escrita-processo Argumentação Ensino médio Intentionality Text linguistics Process writing Argumentation High school CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
topic |
Intencionalidade Linguística do texto Escrita-processo Argumentação Ensino médio Intentionality Text linguistics Process writing Argumentation High school CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This Doctor’s research aims to investigate how working with the textual principle of intentionality helped in producing argumentative texts by students of the 2nd year in high school at Colégio Militar de Santa Maria. In order to embody this action research, we chose the genre argumentative chronicle. Text studies from this genre are centered on the precepts of Text Linguistics, especially in Beaugrande and Dressler (1981) with regard to intentionality, and in Koch (2014; 2015; 2016), and Jubran (2015) regarding topical progression and articulators. For the foundations on text plan, we used Adam (2011), Cabral (2013), Marquesi, Elias and Cabral (2017), while metacognition was based on studies by Flavell (1976; 1979) and Gerhardt (2017). Other authors that also support this research are White and Arndt (1991) regarding process writing; Ruiz (2015) on interactive textual evaluation; Freire and Faundez (2017) for problematizing questions. As for the didactic sequence, we turn to Dolz and Schneuwly (2004). With regard to methodological basis on action research, we have Burns (1999), Carr and Kemmis (1988), and Thiollent (2011). The didactic sequence was worked with the students between the months of April and November 2019, so that the project covered all the students in the class. The analysis was carried out from the productions of a subject. The results reveal the contribution of the work with intentionality through the conscious use of textual articulators, the organization of ideas through topical progression, and the elaboration of the text plan permeated by metacognitive activities. The contribution was made not only regarding the qualification of the student’s text, but, above all, regarding the awareness of her intentionality and the metacognitive processes of learning. Thus, we notice that the tasks of producing argumentative texts at school need to encompass the work with the intentionality so that from planning to writing the final version there is the development of awareness about the linguistic resources, with the development of the students’ autonomy regarding their learning process. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-20T15:58:54Z 2022-10-20T15:58:54Z 2022-04-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/26609 |
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ark:/26339/0013000012q6r |
url |
http://repositorio.ufsm.br/handle/1/26609 |
identifier_str_mv |
ark:/26339/0013000012q6r |
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por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Letras UFSM Programa de Pós-Graduação em Letras Centro de Artes e Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Letras UFSM Programa de Pós-Graduação em Letras Centro de Artes e Letras |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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