Banca de QUALIFICAÇÃO: MARINALBA MARIA DE MEDEIROS MORAIS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARINALBA MARIA DE MEDEIROS MORAIS
DATE: 13/02/2026
TIME: 09:00
LOCAL: On line
TITLE:

ARGUMENTATION AS A SOCIAL PRACTICE IN A LITERACY PROJECT IN
SECONDARY SCHOOL INTEGRATED TO PROFESSIONAL AND

TECHNOLOGICAL EDUCATION

KEY WORDS:

Keywords: Literacies; Literacy Project; Argumentation; Secondary School
Integrated to Professional and Technological Education

PAGES: 73
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

ABSTRACT

In a literate, plural, and democratic society, the ability to argue is an
indispensable condition for the exercise of full citizenship. For this reason,
official regulatory documents of the Portuguese language teaching emphasize
the need to teach argumentation in schools, considering this competence one of
the most important for the critical formation of basic education students. In such
a society, in everyday life, as social beings, we interact, dialogue, and argue
constantly when we communicate. In order to contribute to this discussion, this
dissertation has the general objective of investigating the role of the literacy
project (LP) as a didactic organization in work with argumentation as a social
practice in secondary school integrated to Professional and Technological
Education (PTE/EPT). To this end, the following specific objectives were
established: (i) to observe how reading and writing practices of argumentative
texts are developed through a literacy project in the 2nd year of secondary
school integrated to Professional and Technological Education (PTE/EPT); (ii) to
analyze how literacy events are organized in a literacy project focused on
argumentation activities in the 2nd year of secondary school integrated to
Professional and Technological Education (PTE/EPT); (iii) to identify, in the texts
produced within the literacy project, evidence of the development of
argumentative competence of the students in the 2nd year of secondary school
integrated to Professional and Technological Education (PTE/EPT). This study
was developed within the field of Applied Linguistics and is theoretically
grounded in the dialogical conception of language proposed by the Bakhtin
Circle; in sociocultural approaches to literacy and in studies that address the
teaching of argumentation as a social language practice. Methodologically, the
study is characterized as action research, with data analyzed through a
qualitative and interpretive approach. The research was conducted at the Natal
Central Campus of the Instituto Federal de Educação, Ciência e Tecnologia do
Rio grande do Norte (IFRN). The participants of the investigation were the 2nd
year students of secondary school integrated to PTE/EPT. For data generation,
the following research instruments were used: participants observation, field
notes, audio and video recordings, photographs, and written texts produced by
students within a literacy project used as a didactic device. The results indicate
that the teaching of argumentation through literacy projects enables the
experience of argumentation as a social practice and enhances the
development of skills necessary for students’ argumentative competence,
preparing them for social participation and the exercise of citizenship.

 

COMMITTEE MEMBERS:
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externa à Instituição - ALINE PEIXOTO BEZERRA
Presidente - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN