Argumentation and text production: Challenges and possibilities in high school

Detalhes bibliográficos
Autor(a) principal: de Melo, Bárbara Olímpia Ramos
Data de Publicação: 2017
Outros Autores: Rego Fontinele, Simone
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.07
Resumo: This paper is based on Linguistic studies and aims to analyze the argumentative sequence in texts produced by students in the senior year of high school in a public school of Teresina, Brazil, following the application of a didactic sequence. Regarding the methodological procedures, this is a documental study of analytical, descriptive and quantitative aspects. The methodological part of the investigation was supported by the application of the didactic sequence procedure, proposed by Schneuwly, Dolz and Noverraz and adapted by Costa-Hubes and Simioni. Initial and final productions consisted of essay proposals from the Brazilian National High School Exam (Exame Nacional do Ensino Médio – Enem) 2014 e 2015. The theoretical support was primarily based on Bakhtin, Schneuwly, Dolz and Noverraz and Adam. After the didactic sequence intervention, a data analysis was performed. The texts were analyzed considering the argumentative sequence category proposed by Adam. The analysis of 30 texts produced by 15 students revealed that the final production results were better than those of initial production. As a conclusion, the difficulties faced by the students in the initial production concerning the act of writing could be overcome through the application of the didactic sequence adequately situated in relation to the established theoretical and methodological purposes.Keywords: writing lesson, argumentation, opinion article.
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spelling Argumentation and text production: Challenges and possibilities in high schoolArgumentação e produção de texto: desafios e possibilidades no Ensino MédioThis paper is based on Linguistic studies and aims to analyze the argumentative sequence in texts produced by students in the senior year of high school in a public school of Teresina, Brazil, following the application of a didactic sequence. Regarding the methodological procedures, this is a documental study of analytical, descriptive and quantitative aspects. The methodological part of the investigation was supported by the application of the didactic sequence procedure, proposed by Schneuwly, Dolz and Noverraz and adapted by Costa-Hubes and Simioni. Initial and final productions consisted of essay proposals from the Brazilian National High School Exam (Exame Nacional do Ensino Médio – Enem) 2014 e 2015. The theoretical support was primarily based on Bakhtin, Schneuwly, Dolz and Noverraz and Adam. After the didactic sequence intervention, a data analysis was performed. The texts were analyzed considering the argumentative sequence category proposed by Adam. The analysis of 30 texts produced by 15 students revealed that the final production results were better than those of initial production. As a conclusion, the difficulties faced by the students in the initial production concerning the act of writing could be overcome through the application of the didactic sequence adequately situated in relation to the established theoretical and methodological purposes.Keywords: writing lesson, argumentation, opinion article.Este trabalho fundamenta-se em estudos da Linguística, objetivando analisar a sequência argumentativa em textos produzidos por alunos matriculados no 3º ano do Ensino Médio de uma escola pública de Teresina-PI, após aplicação de uma sequência didática – SD. Em relação aos procedimentos metodológicos, a pesquisa constitui-se como estudo documental de cunho analítico, descritivo e quantitativo. A parte metodológica da investigação ocorreu com o apoio da aplicação do procedimento SD, proposto por Schneuwly, Dolz e Noverraz e a adaptação a partir de Costa-Hubes e Simioni. Foram aplicadas como propostas de produção inicial e final aos alunos as redações do ENEM (2014 e 2015). O referencial teórico concentra-se em Bakhtin, Schneuwly et al. e Adam, principalmente. Após a intervenção com a aplicação da SD, partiu-se para a fase de análise dos dados. Nesta etapa, os textos foram analisados considerando a categoria da sequência argumentativa proposta por Adam. A análise dos 30 textos elaborados pelos 15 alunos revelou que os resultados da produção final foram melhores do que aqueles da produção inicial. Constatou-se também que as dificuldades enfrentadas pelos alunos na produção inicial, referentes ao ato de escrever, podem ser superadas através da aplicação da sequência didática adequadamente situada em relação aos propósitos teórico-metodológicos.Palavras-chave: ensino da escrita, argumentação, gênero artigo de opinião.Unisinos2017-05-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.07Calidoscópio; Vol. 15 No. 3 (2017): September/December; 477-489Calidoscópio; v. 15 n. 3 (2017): setembro/dezembro; 477-4892177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.07/6333de Melo, Bárbara Olímpia RamosRego Fontinele, Simoneinfo:eu-repo/semantics/openAccess2018-01-05T18:49:02Zoai:ojs2.revistas.unisinos.br:article/13519Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2018-01-05T18:49:02Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv Argumentation and text production: Challenges and possibilities in high school
Argumentação e produção de texto: desafios e possibilidades no Ensino Médio
title Argumentation and text production: Challenges and possibilities in high school
spellingShingle Argumentation and text production: Challenges and possibilities in high school
de Melo, Bárbara Olímpia Ramos
title_short Argumentation and text production: Challenges and possibilities in high school
title_full Argumentation and text production: Challenges and possibilities in high school
title_fullStr Argumentation and text production: Challenges and possibilities in high school
title_full_unstemmed Argumentation and text production: Challenges and possibilities in high school
title_sort Argumentation and text production: Challenges and possibilities in high school
author de Melo, Bárbara Olímpia Ramos
author_facet de Melo, Bárbara Olímpia Ramos
Rego Fontinele, Simone
author_role author
author2 Rego Fontinele, Simone
author2_role author
dc.contributor.author.fl_str_mv de Melo, Bárbara Olímpia Ramos
Rego Fontinele, Simone
description This paper is based on Linguistic studies and aims to analyze the argumentative sequence in texts produced by students in the senior year of high school in a public school of Teresina, Brazil, following the application of a didactic sequence. Regarding the methodological procedures, this is a documental study of analytical, descriptive and quantitative aspects. The methodological part of the investigation was supported by the application of the didactic sequence procedure, proposed by Schneuwly, Dolz and Noverraz and adapted by Costa-Hubes and Simioni. Initial and final productions consisted of essay proposals from the Brazilian National High School Exam (Exame Nacional do Ensino Médio – Enem) 2014 e 2015. The theoretical support was primarily based on Bakhtin, Schneuwly, Dolz and Noverraz and Adam. After the didactic sequence intervention, a data analysis was performed. The texts were analyzed considering the argumentative sequence category proposed by Adam. The analysis of 30 texts produced by 15 students revealed that the final production results were better than those of initial production. As a conclusion, the difficulties faced by the students in the initial production concerning the act of writing could be overcome through the application of the didactic sequence adequately situated in relation to the established theoretical and methodological purposes.Keywords: writing lesson, argumentation, opinion article.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-25
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dc.identifier.uri.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.07
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dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2017.153.07/6333
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 15 No. 3 (2017): September/December; 477-489
Calidoscópio; v. 15 n. 3 (2017): setembro/dezembro; 477-489
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron:Unisinos
instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
institution Unisinos
reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
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