O debate regrado no desenvolvimento da argumentação escolar na modalidade oral da língua portuguesa

• Ano de defesa: 2018
• Autor(a) principal: MEDEIROS, Paula Wanessk Guimarães
• Orientador(a): LARRÉ, Julia Maria Raposo Gonçalves de Melo
• Banca de defesa: LARRÉ, Julia Maria Raposo Gonçalves de Melo, PAES, Iêdo de Oliveira, VILA NOVA, Julio César Fernandes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras (PROFLETRAS)
• Departamento: Unidade Acadêmica de Garanhuns
• País: Brasil
• Palavras-chave em Português: Língua portuguesa; Ensino-aprendizagem; Argumentação escolar
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8046

The objective of the research was to analyze through the textual/discursive genre debate the argumentative development (LIBERALI, 2013) in the oral mode of the Portuguese language, in a class of 9th year of a municipal School of Basic Education located in the mesoregion of Agreste in the State of Pernambuco. This work of intervention brings a reflection on the new conceptions of language and, on the textual/discursive genres as fundamental instruments for the teaching-learning of a language in the service of social interactions (BAKHTIN, 1997); of the genres as learning instruments (MARCUSCHI, 2005, 2008, 2010); in the Portuguese language teaching Practices (BRAZIL, 1998); in the socio-historical and cultural relations (VYGOTSKY, 1991) and in the school argument in a critical and collaborative movement (Liberal, 2013). The data for analysis were made by the transcripts obtained through the first and last production of the debate and the questionnaire applied at the end of the activity. The analysis of the selected corpus is centered on the enunciative, discursive and linguistic aspects of the school argument (LIBERALI, 2013) observed through the transcribed speeches of the students. The results clarify the success of the activity, allowing to perceive through the two productions carried out the presence of the school argument in an improvement of critical thinking and the reflection of the students in relation to the thematic developed.