A Organização do Texto Expositivo-Argumentativo na Perspectiva da Educação Lingüística

• Ano de defesa: 2007
• Autor(a) principal: Jesus, Waldivia Maria de
• Orientador(a): Cintra, Anna Maria Marques
• 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 Língua Portuguesa
• Departamento: Língua Portuguesa
• País: BR
• Palavras-chave em Português: educação lingüística; acentuação do pensamento; aprendizagem significativa; Aprendizagem; Lingua portuguesa > Estudo e ensino; Funcionalismo (Linguistica); Pragmatica
• Palavras-chave em Inglês: linguistic education; emphasis on thinking; meaningful learning
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14442

This dissertation includes research on Portuguese Reading, Writing and Education and is theoretically based on an interactionist, social-cognitive approach to Text Linguistics, complemented by Functionalism, Pragmatics, Linguistics, and Education Science. With a focus on the organization of the expository/argumentative text under the linguistic education perspective, the purpose of this study is to verify the applicability of linguistic and education theories to the pedagogic practice so as to analyze the methodological teaching procedures adopted by Portuguese teachers from Public Schools for structuring such text. We assume that the pedagogical actions aimed at the interaction between learned and new knowledge help expand the students linguistic repertoire and accordingly develop the communicative ability in written language. The analysis material was obtained through questionnaires applied by Portuguese teachers and the results obtained have shown that the interaction between learned and new knowledge contributes to expand the students linguistic repertoire, but it is not sufficient to build abilities relating to the efficient apprehension and use of linguistic categories, which structure the expository/argumentative text. In order to possibly filling this gap, we presented a teaching proposal based on problem situations, grounded in the fact that continued linguistic education may help students understand concepts related to the structuring of the expository/argumentative text