Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Omaki, Debora Ruiz
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| Orientador(a): |
Casagrande, Nancy dos Santos
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| 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 Pós-Graduação 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://repositorio.pucsp.br/jspui/handle/handle/41256
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Resumo: |
The subject of this work is the analysis of argumentation in the textual productions of third semester university students in an undergraduate course in Business Administration at a private college in São Paulo. This research is justified by the understanding that academia should prepare these future managers for the everyday practices of the corporate world, such as negotiating, managing conflicts, disseminating, selling ideas and services, and participating in meetings with diverse audiences. For this reason, the Written Argumentation Workshop was created, in which I act as a teacher, with the aim of improving the effectiveness of argumentation in discourse, text interpretation and critical thinking. Considering this reality, the general objective of this research is to prepare these university students for efficient corporate writing. To achieve this, we have the following specific objectives: 1) map the problems that hinder argumentation and persuasion in their written productions; 2) find ways to intervene in these problems, allowing more effective teaching in the classroom; and 3) observe the discursive ethos demonstrated by students as aspects of persuasive and argumentative resources in the text, making students more aware of their written production. In this sense, this research analyzes the constitution of students’ discursive ethos, relying mainly on the concepts of Dominique Maingueneau (1993; 2001; 2010) in French discourse analysis and also on the concepts of argumentation according to Ruth Amossy (2016; 2020). Thus, we aim to answer the following questions: a) How to equip students for effectiveness in corporate written communication? b) What argumentative and persuasive aspects should be considered to achieve professional goals? c) What didactic-pedagogical resources can be used to elaborate the Written Argumentation Workshop discipline? d) What research methods are effective for analyzing argumentation in university discourse? These results will provide elements for the foundation of this Written Argumentation Workshop, with the aim of improving the performance of graduates, as well as supporting teachers who develop university writing in any field of knowledge |
