Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Oliveira, Maria Isabel Soares
 |
| Orientador(a): |
Marquesi, Sueli Cristina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23306
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Resumo: |
This thesis is about the production of argumentative dissertation texts made by Ensino Médio graduating students from Basic Education, Technics and Technology (EBTT) from Federal Institute of Education, Science and Technology of Maranhão - Campus Pinheiro, and who are applying for Exame Nacional do Ensino Médio (Enem). The choice is justified by the difficulties that have been checked in the writing of argumentative dissertation texts by these students. The hypothesis is that the knowledge around the text plan, its argumentative textual sequences, kinds of arguments and argumentative connectors may support the students to overcome writing difficulties and make them proficient at producing argumentative dissertation texts. Research questions which circle around this study are: 1) what are the difficulties that students from EBTT of IFMA - Campus Pinheiro go through at producing argumentative dissertation texts? and 2) which contributions may be brought by the text plan study, argumentative textual sequences, kinds of arguments and argumentative connectors in order to the students become proficient at writing argumentative dissertation texts? There is a general aim: looking into the link between text plans, argumentative textual sequences and the making of arguments in order to defend the viewpoint assumed by the students from EBTT of IFMA - Campus Pinheiro in argumentative dissertation texts. The specific aims are: 1) identifying, describing, analyzing and interpreting the difficulties at writing the argumentative dissertation text referring to the text plan, to the argumentative textual sequences elaboration and the argumentative making that the subjects of this study go through along the argumentative dissertation texts writing; 2) comparing the texts which were produced by the students without our intervention to those ones which were produced after our intervention about the argumentative dissertation text making; 3) pointing perspectives for the argumentative dissertation texts writing teaching, aiming the development of the writing proficiency of students from EBTT of IFMA - Campus Pinheiro. This current study of qualitative approach and analytical and theoretical basis, is characterized as an action research and is based upon, theoretically, in the studies developed in the Textual Linguistics field, mainly those by Marquesi (2004); Fávero and Koch (2012 [1983]); Koch (2015; 2014 [1997]); Marcuschi (2008). To explain about the text plan and the argumentative textual sequences, this study is based upon the Speech Textual Analysis where studies by Adam (1992; 2011), as well as Marquesi (2014); Marquesi, Elias and Cabral (2017); Cabral (2013); Silva (2012 [1967]) are. In the argumentation field referring to the kinds of arguments, the study is supported by Perelman and Olbrechts-Tyteca (2014 [1958]); Ferreira (2015); Fiorin (2015); Meyer (2008); Amossy (2018). Regarding the argumentative connectors, this study is based upon Koch (2012 [1993]), Koch and Elias (2016); Cabral (2010); Adam (2011). The corpus is composed of eight texts produced by the 3rd Grade students from Ensino Médio of EBTT of IFMA - Campus Pinheiro. The obtained results reveal that the strategies which are applied for the development of argumentative dissertation texts made based upon the text plan theory, the argumentative textual sequences, kinds of arguments and the argumentative connectors may lead the student to overcome writing difficulties contributing to make him proficient at producing such texts |
