Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Alexius, Sofia Cristina
 |
| Orientador(a): |
Sella, Aparecida Feola
|
| Banca de defesa: |
Tasso, Ismara Eliane Vidal de Souza
,
Bidarra, Jorge
,
Santos, Maria Elena Pires
,
Panichi, Edina Regina Pugas
|
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Parana
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação "Stricto Sensu" em Letras
|
| Departamento: |
Linguagem e Sociedade
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.unioeste.br:8080/tede/handle/tede/2454
|
Resumo: |
The present thesis has analyzed texts produced in 2011 by students of the ninth grade of Campo São João School in Cascavel, Paraná, following the intervention of the teacher and researcher Dr. Aparecida Feola Sella. The corpus of this research is the result of the project ART - Application and Theoretical Reflection in Classroom, which anchors itself in a methodology of production of argumentative texts that prioritize the semantic aspect of the language; more specifically, in the use of coordinating and subordinating conjunctions responsible for the argumentative chain, in a polyphonic movement of different enunciators. This proposal runs counter to what grammar traditionally conceives about the use of conjunctions. Rather than connecting sentences by coordinating or subordinating them, conjunctions convey meanings and are responsible for the argumentative direction of the text, bringing different points of view to the surface. Hence, in the application of the ART project and in the analyzes of this research, a semantic theory, Ducrot's Theory of Argumentation in Language (TAL) (1887, 1889) is taken as theoretical support. For Ducrot, the argumentative process originates in the linguistic elements themselves. The analysis carried out also finds support in Textual Linguistics, especially in the contributions of Koch (2001, 2006, 2008, 2009, 2010, 2011), since for this theory the text is considered as the central object of teaching. In the interventions of the ART project, the students were motivated to write scientific articles, according to basic structure that consists of title, abstract, keywords, comments, considerations, references. The presence of enunciators responsible for differentiated argumentative places were proposed for the analysis of the selected texts: Critical enunciator (Ec), Naive enunciator (Ei), Generic enunciator (Eg), which point to the form of engagement arranged by the students. In contrast to the studies of Traditional Grammar, specifically regarding the use of conjunctions, understood in this research as articulators of argument, the proposal can serve to mark a more conscious textual production |
