Construction of Argumentative Discourse in Foucaltian Perspective
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linha D'Água (Online) |
Texto Completo: | https://www.revistas.usp.br/linhadagua/article/view/120009 |
Resumo: | This article draws upon the argumentative scheme described by New Rhetoric in order to discuss how the organization of reasonings by association and dissociation can be analyzed in Foucault’s studies (2008 [1969], 2004 [1971]) on the constitution of discourse in society, aiming to promote a reflection about the possibilities of analysis of high school students productions and about the organization of argument teaching in basic education. Through an interpretative methodology (ERICKSON, 1986), we seek to understand the discursive movements gathered from productions made during the National Secondary Education Examination in 2004 and to indicate alternatives to develop pedagogical practices committed to the formation of a critical subject. Illustrative analyzes indicate that students prepare reflections authorized by certain discursive formation, task that requires the definition of an identity and the preparing of arguments aligned to the political choices discursively adopted. Thus, it becomes evident the need to diversify the teaching and learning processes when one want to expand the possibilities of the subject to take any stance relative to other positions. |
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Construction of Argumentative Discourse in Foucaltian PerspectiveA construção do discurso argumentativo em perspectiva foucaultianaEstratégias argumentativasProcesso de ensino e aprendizagemProcedimentos discursivos.Argumentative StrategiesTeaching and Learning ProcessDiscursive Procedures.This article draws upon the argumentative scheme described by New Rhetoric in order to discuss how the organization of reasonings by association and dissociation can be analyzed in Foucault’s studies (2008 [1969], 2004 [1971]) on the constitution of discourse in society, aiming to promote a reflection about the possibilities of analysis of high school students productions and about the organization of argument teaching in basic education. Through an interpretative methodology (ERICKSON, 1986), we seek to understand the discursive movements gathered from productions made during the National Secondary Education Examination in 2004 and to indicate alternatives to develop pedagogical practices committed to the formation of a critical subject. Illustrative analyzes indicate that students prepare reflections authorized by certain discursive formation, task that requires the definition of an identity and the preparing of arguments aligned to the political choices discursively adopted. Thus, it becomes evident the need to diversify the teaching and learning processes when one want to expand the possibilities of the subject to take any stance relative to other positions.Este artigo recupera o esquema argumentativo descrito pela Nova Retórica para discutir como a organização dos raciocínios por ligação e por dissociação podem ser analisados sob os estudos de Foucault (2008 [1969], 2004 [1971]) acerca da constituição do discurso na sociedade, com o intuito de promover uma reflexão acerca das possibilidades de análise de produções discentes no ensino médio e de organização do ensino da argumentação na educação básica. Por meio de uma metodologia interpretativista (ERICKSON, 1986), pretendemos compreender os movimentos discursivos depreendidos de produções realizadas durante o Exame Nacional do Ensino Médio, em 2004, e indicar alternativas para desenvolver práticas pedagógicas comprometidas com a formação de um sujeito crítico. As análises ilustrativas apontam que os estudantes elaboram reflexões autorizadas por certa formação discursiva, o que exige a delimitação de uma identidade e a elaboração de argumentos alinhados às escolhas políticas assumidas no discurso. Assim, evidencia-se a necessidade de diversificar os processos de ensino e aprendizagem quando se quer ampliar as possibilidades de o sujeito assumir posicionamentos relativamente a outras posições.Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas2016-12-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/linhadagua/article/view/12000910.11606/issn.2236-4242.v29i2p247-269Linha D'Água; v. 29 n. 2 (2016): A argumentação nos estudos do texto e do discurso; 247-2692236-42420103-3638reponame:Linha D'Água (Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/linhadagua/article/view/120009/120200https://www.revistas.usp.br/linhadagua/article/view/120009/147256Copyright (c) 2016 Linha D'Águainfo:eu-repo/semantics/openAccessAzevedo, Isabel Cristina Michelan de2022-03-25T13:45:11Zoai:revistas.usp.br:article/120009Revistahttp://www.revistas.usp.br/linhadaguaPUBhttp://www.revistas.usp.br/linhadagua/oai||ldagua@usp.br2236-42420103-3638opendoar:2023-09-13T12:17:49.685055Linha D'Água (Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Construction of Argumentative Discourse in Foucaltian Perspective A construção do discurso argumentativo em perspectiva foucaultiana |
title |
Construction of Argumentative Discourse in Foucaltian Perspective |
spellingShingle |
Construction of Argumentative Discourse in Foucaltian Perspective Azevedo, Isabel Cristina Michelan de Estratégias argumentativas Processo de ensino e aprendizagem Procedimentos discursivos. Argumentative Strategies Teaching and Learning Process Discursive Procedures. |
title_short |
Construction of Argumentative Discourse in Foucaltian Perspective |
title_full |
Construction of Argumentative Discourse in Foucaltian Perspective |
title_fullStr |
Construction of Argumentative Discourse in Foucaltian Perspective |
title_full_unstemmed |
Construction of Argumentative Discourse in Foucaltian Perspective |
title_sort |
Construction of Argumentative Discourse in Foucaltian Perspective |
author |
Azevedo, Isabel Cristina Michelan de |
author_facet |
Azevedo, Isabel Cristina Michelan de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Azevedo, Isabel Cristina Michelan de |
dc.subject.por.fl_str_mv |
Estratégias argumentativas Processo de ensino e aprendizagem Procedimentos discursivos. Argumentative Strategies Teaching and Learning Process Discursive Procedures. |
topic |
Estratégias argumentativas Processo de ensino e aprendizagem Procedimentos discursivos. Argumentative Strategies Teaching and Learning Process Discursive Procedures. |
description |
This article draws upon the argumentative scheme described by New Rhetoric in order to discuss how the organization of reasonings by association and dissociation can be analyzed in Foucault’s studies (2008 [1969], 2004 [1971]) on the constitution of discourse in society, aiming to promote a reflection about the possibilities of analysis of high school students productions and about the organization of argument teaching in basic education. Through an interpretative methodology (ERICKSON, 1986), we seek to understand the discursive movements gathered from productions made during the National Secondary Education Examination in 2004 and to indicate alternatives to develop pedagogical practices committed to the formation of a critical subject. Illustrative analyzes indicate that students prepare reflections authorized by certain discursive formation, task that requires the definition of an identity and the preparing of arguments aligned to the political choices discursively adopted. Thus, it becomes evident the need to diversify the teaching and learning processes when one want to expand the possibilities of the subject to take any stance relative to other positions. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/linhadagua/article/view/120009 10.11606/issn.2236-4242.v29i2p247-269 |
url |
https://www.revistas.usp.br/linhadagua/article/view/120009 |
identifier_str_mv |
10.11606/issn.2236-4242.v29i2p247-269 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/linhadagua/article/view/120009/120200 https://www.revistas.usp.br/linhadagua/article/view/120009/147256 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Linha D'Água info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Linha D'Água |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Filosofia, Letras e Ciências Humanas |
dc.source.none.fl_str_mv |
Linha D'Água; v. 29 n. 2 (2016): A argumentação nos estudos do texto e do discurso; 247-269 2236-4242 0103-3638 reponame:Linha D'Água (Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Linha D'Água (Online) |
collection |
Linha D'Água (Online) |
repository.name.fl_str_mv |
Linha D'Água (Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||ldagua@usp.br |
_version_ |
1800221894060802048 |