Banca de DEFESA: FERNANDA CAVALCANTE BARBOSA E SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA CAVALCANTE BARBOSA E SILVA
DATA : 19/12/2018
HORA: 14:00
LOCAL: SALA B2 - CAMPUS DE CURRAIS NOVOS
TÍTULO:

THE WRITTEN PRODUCTION OF ARGUMENTATIVE TEXT OF STUDENTS OF THE 9TH YEAR OF ELEMENTARY EDUCATION

PALAVRAS-CHAVES:

Written production; Argumentative text; Elementary School; Teaching; Action research.

PÁGINAS: 164
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

Reading and writing are essential skills for school life, as regards the construction of knowledge for the development of students' autonomy with a view to the formation of subjects capable of interacting in the most diverse communicative situations. The present work has as starting point the observation of problems in the written production of argumentative texts of the students of the 9th grade of Elementary School of a public school, located in Fortaleza - CE. Thus, the questions that guided this investigation were whether the argumentative texts produced by the students presented a point of view on a certain question; if these texts revealed the use of consistent arguments for the support of the point of view and, finally, if the students used discursive-argumentative articulators in the text produced. To answer these questions, we define the general objective of this work to investigate the writing of argumentative texts produced by these students, adopting, mainly, the perspective of textual linguistics. Theoretically, this research adopted the postulates of the investigations of Koch and Elias (2017), Marcuschi (1983, 2002, 2008, 2010) on the text, besides other authors whose works discuss the argumentation and the teaching of the argumentative text, such as Platin (2008, 2011), Koch and Elias (2017), Faraco (1992) and Possenti (2017). Methodologically we opted for an action research, following a qualitative approach seeking the orientations of the works of Brandão (1990), Bogdan and Biklen (1994) and Thiollent (1998). In order to be a proposal for intervention work, the data were collected through the application of a didactic sequence, the corpus of the research being composed of the initial and final textual productions of the students. The analysis of the data in these two moments was made from the categories based on Koch and Elias (2017) and Possenti (2017), which are: the point of view and its relation with the arguments; argumentative strategies and discursive-argumentative articulators. The problems observed in the initial productions directed the pedagogical activities throughout the intervention. When comparing the textual productions of the students before and after the development of the proposal, the effectiveness of the work was realized. There was a significant improvement in the development of communicative competence. The students produced texts in which more consistent arguments were observed, positioning themselves more critically in the face of important social issues. As a conclusion, the research made it possible to deepen the identification of students' difficulties in the construction of argumentative texts as well as to observe and record their overcoming.

MEMBROS DA BANCA:
Presidente - 348014 - MARISE ADRIANA MAMEDE GALVAO
Interno - 1168647 - MARIO LOURENCO DE MEDEIROS
Externo à Instituição - ROSANGELA ALVES DOS SANTOS BERNARDINO - UERN