Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Carneiro, Luiza Exdra
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| Orientador(a): |
Piris, Eduardo Lopes
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
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| Programa de Pós-Graduação: |
Mestrado Acad?mico em Estudos Lingu?sticos
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| Departamento: |
DEPARTAMENTO DE 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: |
http://tede2.uefs.br:8080/handle/tede/1726
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Resumo: |
The teaching of essay writing has become a hegemonic practice in schools since the mandatory writing test in the entrance exams, imposed by Presidential Decree No. 79,298 of 02/24/1977, and was consolidated with the National High School Exam (ENEM). In Portuguese language classes in Brazilian Basic Education, this practice relegated the teaching of argumentation to the grammatical-textual aspects of essay writing and neglected the act of arguing (Azevedo, 2015; Vidon, 2018; Piris, 2020), limiting the development of students' argumentative skills (Azevedo, 2013; 2016). Faced with this problem, we propose to produce subsidies to meet the general competence number 7 of the National Common Curricular Base in Brazil and to contribute with a proposal for teaching argumentative reading in the context of argumentation as a social practice of language, in order to provide the student with the opportunity to position himself in a critical and autonomous way in situations that challenge him to defend and negotiate points of view based on reliable information. ethical and scientifically based, and with respect for the environment and human rights. Thus, in this research, we make efforts to understand how we can produce argumentative reading activities that can contribute to the teaching of argumentation and favor the development of argumentative skills of high school students. To this end, our general objective is to understand how the production of a didactic module of argumentative reading contributes to the improvement of reading and writing strategies in Portuguese language classes. The methodology of our research is characterized as bibliographic, theoretical and propositional, as it aims to (1) discuss what criteria could be adopted for the teaching of argumentation as a language practice that goes beyond the hegemonic model of teaching essay writing, as well as (2) to present a teaching proposal specifically directed to argumentative reading. The theoretical foundation mobilizes (1) the postulates of social literacies of Street (2006; 2014 [1995]) and Kleiman (2005; 2007; 2008; 2014 [1995]), (2) the ideals of emancipatory education of Freire (2021 [1996]) and the teaching of emancipatory argumentation of Azevedo and Piris (2023), (3) the teaching of argumentation as a social practice of language by Azevedo and Tinoco (2019) and Piris (2021) and (4) the conception of argumentative reading developed by Gr?cio (2013), Azevedo, Reis and Monte (2021) and Azevedo, Santos, Calhau, Leal and Piris (2023), (5) Bakhtin's conception of discursive genre (2022 [2016]). The proposal for teaching argumentation as a social practice is based on the principles of elaboration of the didactic module, as guided by Azevedo and Freitag (2020). |
