A vez e a voz dos adolescentes: articulando a capacidade discursiva oral com a capacidade discursiva escrita

• Ano de defesa: 2018
• Autor(a) principal: Simone Albino da Silva Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Rota da Argumentação; escola; modalidades oral e escrita da língua; estratégias de argumentação; Capacidade argumentativa; Estratégias discursivas; Oratória; Linguagem e línguas Estudo e ensino; Escrita
• Link de acesso: http://hdl.handle.net/1843/LETR-AXQPP9

Arguing is a fundamental capacity that must be taught and developed in school. Therefore, the objective of this work was to "design and execute a teaching project whose activities would enhance students' oral discursive capacity, articulating it with the development of written discursive capacity. It was based on the following fundamental question, guiding this research, highlighted as a problem, "how to promote the formation of students able to defend their opinion and to argue discursively in different social situations?" In order to base this work, a number of authors have been related, with emphasis on studies by Amossy (2011, 2007), Bakthin (2000), Citelli (1994), Dolz & Schneuwvly (2004), Fiorin (2015) and Koch (1993). Regarding the characterization of the research, the qualitative interpretative study was adopted, once the focus is attached to a real context, in this case, the school environment, the Tiradentes College, of the Military Police of Minas Gerais in Betim, having as subjects , apprentices of an 8th grade elementary school class with approximately 35 students aged 12 to 14 years. The relevance of this research is mainly to propose a work not only for the development of written argumentative capacity, but also oral, facing the challenge of articulating the two modalities in a didactic proposal, which was named as Route of Argumentation , which had four stages and seven activities, developed in 15 classes; starting with more spontaneous activities, such as the first, with the presentation of the theme and the second, through the Game of Opinions, through the virtual debate, and the analysis of controversies and the formation of the point of view proposed in the Game of Controversies, respectively the third and fourth activity, reaching the sixth activity, which involved the recognition of the genre and the production of an opinion debate with controversial background, ending with the seventh activity, the production of an opinion article. The analysis of the data generated with the Rota application certainly answers the guiding question of this work, being verified that, during the activities, they put into practice the capacity of argumentation, which naturally the human being possesses, allying to it other knowledge , such as the argumentative strategies, the modifying expressions and the innumerable nonverbal language strategies we used to argue, which were developed during the Route. It can not be said that they became masters in oral and written argumentation, but certainly there was a gradual increase in the development of argumentative capacity, which is a very positive response to the work done, demonstrating its relevance. Finally, a practical model of work is proposed here so that other Portuguese-speaking teachers can use the classroom, even more or less adapted.