Língua e gênero em redações dissertativo-argumentativas: um enfoque sistêmico funcional

• Ano de defesa: 2011
• Autor(a) principal: Gonçalves, Fernanda de Castro
• Orientador(a): Ikeda, Sumiko Nishitani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Dissertação-argumentativa; Estrutura linguística; Estrutura de gênero; Coerência e coesão; Linguística sistêmico-funcional
• Palavras-chave em Inglês: Argumentative dissertation; Linguistic structure; Genre structure; Coherence and cohesion; Systemic functional linguistics
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13504

This research came into light due to the need to help my students produce written texts. The dissertational text is, in fact, an argumentative-dissertational text, for, according to Koch (1987), social interaction through language occurs mainly by argumentation. The difficulty in students´ communication, mainly the writing of the argumentative text, has always been present in teachers and researchers´discourses in the education field. Porta (2002), as a philosophy researcher is concerned with the relationship: Situation description- Problem- Thesis- Argumentation. Thus, a dissertational-argumentative text begins with a Description of a problem, proposes a Solution (actually, solution hypothesis) in favor of which the argumentation is presented. In case there are several hypotheses, he adds, it is the arguments that will select the best of them. As long as Description is concerned, he goes on saying that descriptions can play a leading role in many ways; what can´t be done is eliminating the problem as such, reducing the philosophical thesis to a mere description. Considering such questions, what I have observed in my student´s essays (I previously discuss the matter with them) is a tendency to describing the Situation (e.g. violence in São Paulo city), in that little attention is given to pointing out the Problem and because of that, there is no room for a Solution to the problem and being so, less attention is given to the Argumentation. Being a a systemicist, Eggins (1994) claims that the coherence of a text is based on two factors: (a) appropriateness to the genre, which involves a schematic structure (or genre structure) in its stages and finalities and (b) appropriateness to the linguistic register, which must comply with the variables of Field (subject matter), Tenor (the roles of the participants in an interaction) and Mode (how language organizes such elements). The objective of this research is to examine cohesion and coherence in dissertational- argumentative texts written by 2nd year high school students examining their linguistic structure and genre in order to check how they occur in their dissertational-argumentative texts to spot possible problems in these fields. My analysis is based upon Systemic Functional Linguistics ( developed by Halliday 1985; 1994 and his co-authors), which attempts to develop a theory about language as a social process and a methodological process that leads to a detailed and systemic description of the linguistic standards taking into account genre.Therefore, this research must answer the following research questions: (a) how is the genre structure configured in the examined essays? (b) How is the language in these essays presented?