Movimentos argumentativos no livro didático de língua portuguesa

• Ano de defesa: 2020
• Autor(a) principal: Lima, Genilma Galgano Campos Rosendo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM
• Palavras-chave em Português: Texto didático; Argumentação; Marcas linguísticas; Enunciados; Livro didático
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/30692

This dissertation investigates ways of arguing in a Portuguese language textbook (LD). We focus on two moments in the textbook: the first refers to the statements that make up the introductory texts - which we name “didactic texts” - that open the LD to comment, expose, present which textual genre will be addressed in each Unit; the second refers to the statements of a specific section, named “Before Reading”. What is in common between these two sections is the dialogue that the LD maintains with its main interlocutor, the student. Thus, in these sections, a direct dialogue with the student is perceived, designed through specific ways of arguing, whose objective is to capture the student's attention or interest. These modes are the argumentative operators, the modalizers, the assumptions and the implied ones. By argumentative operators, we understand the elements responsible for the chain of statements, structuring them in texts and determining their discursive orientation. Modalizers are linguistic elements that act as indicators of the speaker's intentions, feelings and attitudes towards speech. The implication allows meanings depending on the interlocutor's reasoning around the statement. The assumption, in turn, does not depend only on the interlocutor's reasoning, as it is in the language, present in the sentences of the utterances. These are concepts derived from theoretical assumptions of Textual Linguistics and Theory of Language Argumentation, theoretical perspectives adopted in our research. We analyzed these ways of arguing in the didactic texts of the Didactic Book “Universos: Língua Portuguesa” of the 9th grade of elementary school, used in public schools in the state of Rio Grande do Norte in the years 2017 to 2019. As a result, our investigation enabled a verification of the argumentative chains and indicators of intention present in the statements through the analysis of linguistic marks. We verified that the textbook presents an architecture that seeks to capture the student, having him as the main interlocutor, but, on the other hand, he considers himself to be an ideal student, whose previous knowledge, for example, is, in most cases, supposed.