Banca de DEFESA: EMANUEL MATEUS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : EMANUEL MATEUS DA SILVA
DATA : 24/05/2023
HORA: 08:30
LOCAL: Plataforma Google Meet: https://meet.google.com/ksz-xqpf-nuv
TÍTULO:

FROM THE READING OF VERB-VISUAL TEXTS TO THE PRODUCTION OF ARGUMENTATIVE DISSERTATION TEXTS: A PROPOSED INTERVENTION FOR TEACHING IN THE BASIC EDUCATION CLASSROOM

PALAVRAS-CHAVES:

Portuguese language teaching; Argumentative discursive;Multiple semiotics

PÁGINAS: 169
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

The present dissertation aims to analyze how students produce argumentative essays based on a pedagogical intervention focused on reading, interpretation, and analysis of verbal and visual texts, with the intention of helping them understand the use of different information to construct the text. We take as the object of investigation argumentative essays produced by third-year high school students from a public school in the state of Ceará, Brazil. The theoretical basis of the research is Bakhtin’s Circle (2013, 2015, 2016, 2017, 2018), Volóchinov (2013, 2017, 2019), Medviédev (2012), and scholars such as Faraco (2009), Brait (2005, 2018, 2019, 2020a, 2020b), Fiorin (2020), Geraldi (1996, 2013, 2015), Sobral (2009), among others. Regarding verbal-visuality, we refer to the studies of Brait (2009, 2013, 2017) and Rojo (2019). With regard to the multimodality of language, we refer to the works of Rojo (2012, 2013, 2015) and Ribeiro (2021). To understand the work of text production in school, we seek to anchor ourselves in the contributions of Moretto (2013), Oliveira (2010), Guedes (2009), and Elias (2021). In an attempt to improve the foundation of this work regarding argumentation, we turn to the studies of New Rhetoric by Perelman and Olbrechts-Tyteca (2014) and Fiorin (2022). In addition to these works, we seek anchoring in scholars of textual linguistics, among them Antunes (2003) and Koch (2021), to deepen our understanding of strategies related to the construction of argumentation. As theoretical support for the proposed intervention project, we refer to Hernándes and Ventura (2017). Regarding the methodological aspects, this research can be characterized as an action research. It assumes an interpretive analysis, with a qualitative focus and procedures that include description and interpretation. The study includes the analysis of ten texts produced by the students, five from the initial situation, produced before the pedagogical intervention, and five from the final situation, produced after the pedagogical intervention. The analyzed corpus demonstrates that the difficulties of the students in engaging in a dialogue with verbal-visual and visual texts before the pedagogical intervention were mitigated after the intervention process, as we perceive the presence of ideas contained in the motivating texts (verbal-visual and visual) in the authors’ statements in the final production. It also indicates that the pedagogical intervention contributed to the development of reading and interpretation competencies of verbal-visual and visual texts for writing argumentative essays. These results reveal that working from the analysis of motivating texts for writing can assist in directing a teaching of textual production, contributing to the development of argumentative and reflective competencies of students.

MEMBROS DA BANCA:
Presidente - 5400 - JOSÉ CEZINALDO ROCHA BESSA
Interno - 1612 - MARCOS NONATO DE OLIVEIRA
Externo à Instituição - HENRIQUE MIGUEL DE LIMA SILVA - UFPB