O processo argumentativo construído em um programa de formação continuada multiletrada com professores da educação de jovens e adultos (EJA)

• Ano de defesa: 2021
• Autor(a) principal: Hartemink, Patricia Streppel
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Letras; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Pesquisa colaborativa; EJA; Argumentação em contexto escolar; Aula de língua inglesa; Gênero; Collaborative research; Youth and adult education; Argumentation in school context; English language class; Genre; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/22803

Considering the relation between theory and practice in the teaching practice, the tools and theoretical-methodological resources which subsidize language teachers’ practice are diverse. Amongst them, the argumentation in school contexts emerges as a critical-collaborative practice which aims at constructing and expanding knowledges through discussion and interactions in classroom (LEITÃO, 2011; LIBERALI, 2013; MAGALHÃES; OLIVEIRA, 2016; MATEUS, 2016). In this perspective, the present research is a collaborative study whose objectives are to identify, to describe and to analyze the interactions during English language classes in the EJA modality of two public schools in terms of discursive-argumentative resources (used by teachers and students) in order to examine how and to what extent the argumentation is present and contributes to teacher-student interaction during the English language teaching and learning processes. The context of this investigation refers to two public schools, located in regions on the outskirts of Santa Maria, Rio Grande do Sul (Brazil). Furthermore, this study had as its participants two English language teachers and their respective students of EJA, who were in the recorded classes which compose the corpus. The process of recording the classes occurred during a didactic unit application period, elaborated by the teachers in a continuing education program (BRUM, 2019), which is associated to the umbrella project "Multiletramentos, Interdisciplinaridade e Formação de Professores de Linguagem na Escola” part of the Post Graduation Program of Linguistics of the Federal University of Santa Maria (PPGL/UFSM). The topics chosen as guiding themes for the didactic units were picked by the teachers: the job market and the movie “Who wants to be a millionaire”. In order to achieve the objective of this research, we aimed, in the first moment, at identifying and describing the Generic Structure Potential (GSP) (HASAN, 1989) of five English language classes, based on the classification of recurrent, stables and variable movements and steps. In the second moment of this research, we aim at analyzing the discursive-argumentative dimension of four classes by identifying and describing to what extend and how the argumentative actions of epistemic status emerge in the interaction between the participants and contribute for the collaborative negotiation of meanings and expansion of knowledge in the classroom. In order to analyze the participants’ discourse, we used discursiveargumentative categories of epistemic dimension (COMPIANI, 1996, p. 48) (BRUM, 2015, p. 64) (HALLIDAY; MATTHIESSEN, 2014), in the linguistic level, as well as categories of dialogical contraction and expansion (MATEUS, 2016, p. 51) (DE CHIARO E LEITÃO, 2005), in the discursive level. As results, it was possible to conclude that the class is a relatively stable genre (BAKHTIN, 1986), composed by movements and steps, which are obligatory, such as the class’ initiation, the tasks’ completion and the class’ closing; optional, such as the presentation of the class’ purpose and the grammatical systematization; and iterative, such as the tasks’ completion. In relation to the analysis of the argumentative process, we identified that the teachers present a higher affiliation and approximation to dialogic practices. We presuppose that one of the factors that may have contributed to the major adherence of the teachers to dialogical practices is the fact that both participated in a critical-collaborative-reflective and multiliterate continuing teacher education program for EJA (BRUM, 2019).