| dc.description.abstract | This master’s research was conducted in an eighth year Elementary School group in the
municipal network of Itaara, Rio Grande do Sul, during August and December of 2017. Its
primary objective is investigating the validity of an evaluation, which considers the
argumentative oral performance of an eighth year student participating in a public ruled
debate, which focuses the referential progression according to the theoretical focus. Our
secondary objectives are the following ones: a) analyze if the lexical variation is developed in
the introduction and the resuming of referents through the anaphores and cataphores. b)
investigating if the activities that were evolved in the public debate can help students to
develop improvements related to the construction of arguments; c) to find out if the rating
criteria related to some aspects of different genders, as well as argumentation and referential
progression helps the teacher and students to identify some frailties in the evaluations’
moment. In order to reach our objectives, our theoretical background is Text Linguistics,
especially with Beaugrande e Dressler (1981), Bentes (2005), Fávero e Koch (2012), Koch
(2014; 2015), Koch e Elias (2017) and the mediator conception of evaluation, which is
studied by Romão (2005), Hoffmann (2008; 2014), Luckesi (2011). In reference to the text
genders perspective, considering oral genders, we follow Dolz e Schneuwly (2004) and
Marcuschi (2008). The methodological background comprises the action research, represented
by Tripp (2005), Franco (2005) and Thiollent (2011); and the purpose of didactic sequence is
according to Dolz, Noverraz e Schneuwly (2004). The advances or setbacks by the subject of
this research (S22) were analyzed in the transcription of debates as well as the evaluation of
the evaluation frame. In this frame, all criteria evolving text gender characteristics,
argumentative aspects and referential progression were detailed. Considering the active
subject of Text Linguistics and the teacher as the process mediator of teaching and learning,
the evaluated practice was done by researcher and by S22, in order to find out the way that
student analyzed and understood its improvement during the study. Thereby, we observed that
S22 was gradually appropriating from the inherent text gender characteristics of the public
ruled debate, and from the related aspects in the argumentation, mainly, in the utilization of
arguments types according to the work of referential progression. According to this, we
conclude that the education based in the perspective of mediator evaluation, based on the
conceptions of Text Linguistics and Action Research, favor the improvement of S22’s oral
text productions and for the adequacy of text gender approached. | |
