Banca de DEFESA: VANDERLEI FRANCISCO DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : VANDERLEI FRANCISCO DE LIMA
DATA : 21/03/2024
HORA: 15:00
LOCAL: UERN
TÍTULO:

THE PLACE OF ARGUMENTATION AT SCHOOL: A DIDACTIC PROPOSAL ON ARGUMENTATIVE STRATEGIES IN WRITING AND REWRITING OPINION ARTICLES

PALAVRAS-CHAVES:

Argumentation. Teaching. Genre article opinion. Written. Rewrite.

PÁGINAS: 257
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

 

Authors who approach argumentation in the New Rhetoric consider that all speech has an argumentative nature, that is, arguments in its construction, directed at a targeted audience with a view to persuading and convincing them. In this sense, our main objective in this research is to investigate the argumentative processes, theses, argumentative techniques, values and their hierarchies in the writing and rewriting of the opinion article genre produced by students in the 9th year of Elementary School. To this end, we seek to identify the theses defended by the students/speakers, analyze the main arguments that support their speeches, describe the values and their hierarchies presented in these texts, and, finally, verify the contribution of the didactic sequence to learning aiming at the proficiency of the students. students when using argumentative strategies in writing and rewriting the opinion articles analyzed. Methodologically, this work is configured as action research with a qualitative approach, in addition to being descriptive-interpretive (Oliveira, 2007). Our theoretical basis is the Theory of Argumentation in Discourse (TAD), by Perelman and Olbrechts-Tyteca (2005), supported by studies by Abreu (2006), Souza (2008), among others. In relation to discussions about writing, textual genres and teaching argumentation, we rely on Leite and Pereira (2012), Marcuschi (2008) and Nascimento (2015); Regarding the opinion article genre, we seek support in Rangel, Gagliardi and Amaral (2010), Passarelli (2012), Köche, Boff and Marinello (2014). As it is action research, we developed an intervention in a 9th year elementary school class at a school located in Triunfo/PB. The corpus was created through the application of a Didactic Sequence (SD), which allowed us to select ten texts produced by students on the controversial question: “To ban or not to use helmets in the urban perimeter?”. The results obtained indicate that, to write a consistent opinion article, it is essential to use certain argumentative strategies to persuade and convince the audience to which the argument is launched. Although the five opinion articles in the initial version presented theses, arguments, values and their hierarchies, the students/speakers demonstrated difficulty in constructing a persuasive argument because these texts were reduced to a speech that was more expository than actually argumentative, in addition to some problems of writing that partially distance them from the structural and discursive aspects specific to the textual genre studied. Finally, the argumentation was not sufficient to validate the main theses considering the arguments and values mobilized and hierarchized. The texts of the final version clearly show a thesis, the most used argumentative technique was arguments based on the real, followed by arguments that found the real and the dissociation of notions. The main arguments were also based on the structure of the real, especially the act/person, and those that support the real, by the particular case and by example. Furthermore, all opinion articles presented a recurrence of argumentation values, especially abstract, positive and universal values, hierarchized based on the choices made by speakers in relation to the degree of relevance of one value over another to guarantee argumentativeness. The argumentative quality of these texts is mainly due to the students' commitment during the SD, as we applied a set of activities with the aim of overcoming some difficulties of the target audience in relation to writing the textual genre in question with a view to mastering the argumentative proficiency. Therefore, with the elaboration of this work we aim to contribute positively to the teaching of Portuguese Language and to future research developed, at POFLETRAS/CAPF/UERN, on the argumentation applied to the teaching of textual production as practical, social, situated and procedural.

MEMBROS DA BANCA:
Presidente - 941.917.864-15 - CLÉCIDA MARIA BEZERRA BESSA - UFERSA
Interna - 7992 - CRÍGINA CIBELLE PEREIRA
Externo à Instituição - EVANDRO GONÇALVES LEITE - IFRN
Interna - 13030 - JACIARA LIMEIRA DE AQUINO
Externo à Instituição - Maria do Socorro Cordeiro de Sousa - URCA