A ARGUMENTAÇÃO NA PRODUÇÃO TEXTUAL ESCRITA DE ALUNOS DO ENSINO MÉDIO EM CONTEXTO DE INTERVENÇÃO PEDAGÓGICA
DOI:
https://doi.org/10.34019/2447-5246.2024.v29.44040Abstract
In this paper, we seek to analyze the argumentative construction in the written textual production of high school students in a public school in the context of a pedagogical intervention, focusing on the examination of theses, argumentative techniques and arguments used. In addition, we aim to measure the potential of the interventions carried out by the teacher to increase the students' ability to argue and position themselves in the face of relevant social issues. The article is based on works on argumentation in discourse (Perelman and Olbrechts-Tyteca, 2014), textual production, dissertative-argumentative text and teaching (Antunes, 2009; Koch, Elias, 2017; Santos-Marques, 2020; among others), assessment, rewriting texts and teacher mediation (Suassuna, 2011; Silva and Suassuna, 2017). This study is characterized as interpretive research with a qualitative approach. The texts that make up the corpus of analysis were collected through field research, with an interventional bias, carried out with third-year high school students from a public school. The results of the research show that through the proposed intervention work, the producers were able to construct dissertative-argumentative texts in which they express a thesis and use consistent and appropriate techniques and arguments to support the defended argument. The results show that in the final version, as a result of the teacher's mediation, there was an improvement in the construction of the text and the students' ability to position themselves, taking into account the revision and refinement of theses, as well as the modification and adaptation of the arguments used.
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