dc.contributorCampos, Sulemi Fabiano
dc.contributor
dc.contributorhttp://lattes.cnpq.br/2249457312340224
dc.contributor
dc.contributorhttp://lattes.cnpq.br/4256675396235128
dc.contributorRocha, Ana Virginia Lima da Silva
dc.contributor
dc.contributorhttp://lattes.cnpq.br/6906269867710577
dc.contributorBarbosa, Marinalva Vieira
dc.contributor
dc.contributorhttp://lattes.cnpq.br/8103443442362053
dc.creatorCosta, Jaklini Medeiros
dc.date.accessioned2017-05-31T00:06:06Z
dc.date.accessioned2022-10-06T12:56:19Z
dc.date.available2017-05-31T00:06:06Z
dc.date.available2022-10-06T12:56:19Z
dc.date.created2017-05-31T00:06:06Z
dc.date.issued2016-11-30
dc.identifierCOSTA, Jaklini Medeiros. A escrita argumentativa: uma proposta de ensino para os anos finais do ensino fundamental. 2016. 184f. Dissertação (Mestrado Profissional em Letras - Profletras/NAT) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2016.
dc.identifierhttps://repositorio.ufrn.br/jspui/handle/123456789/23246
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3961420
dc.description.abstractBased on a diagnose made in a team from 8th level of Basic Education from Escola Estadual Carlos Gomes, in the Montanhas/RN city, and analyses of a Portuguese Didactic Book used by this class, this study points to the necessity of working with argumentative writing production. The main aim of this research is to develop students argumentative competence through the writing production. As methodological procedures, it adopts didactic sequence proposed by Dolz, Noverraz e Schneuwly (2004) and Lopes-Rossi (2011), with some adaptations. The corpus of this study consists in 15 texts, among a group of 71 texts produced by the students. To the analyses, it selects three texts from each version produced, named diagnostic production (PD), first rewritten production (1st PR), second rewritten production (2nd PR) and final production – opinion article (PF). It analyses in each step of the writings advances and difficulties in the textual productions aiming to contribute to the students improvement. It has as theoretical bases Geraldi (2003, 2005, 2015) related to the Portuguese teaching; Perelman and Olbrechts-Tyteca (2005) and Reboul (2004) about argumentation theory; Abreu (2009), Koch (2011), Cervoni (1989), Bronckart (2009), Neves (2013), Castilho and Castilho (2002), Nascimento (2010), among others, related to the argumentative strategies. The results of those productions point that the students contact with diverse texts, knowledge about some argumentative strategies and, mainly, Ruiz (2010) intervention work can promote significant improvement in the students writings supporting the production of opinion article.
dc.publisherBrasil
dc.publisherUFRN
dc.publisherMESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS
dc.rightsAcesso Aberto
dc.subjectEscrita argumentativa
dc.subjectReescrita
dc.subjectEstratégias argumentativas
dc.subjectArtigo de opinião
dc.titleA escrita argumentativa: uma proposta de ensino para os anos finais do ensino fundamental
dc.typemasterThesis


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