doctoralThesis
Ensino de argumentação em projetos de letramento
Fecha
2021-09-23Registro en:
FERNANDES, Francisca Vaneíse Andrade. Ensino de argumentação em projetos de letramento. 2021. 171f. Tese (Doutorado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Fernandes, Francisca Vaneíse Andrade
Resumen
Argumentation is a fundamental competence for citizens to defend points of view, fight for
rights, modify preexisting situations and statutes, being necessary for the strengthening of
democracy. In this sense, thinking about the teaching of argumentation that presupposes this
experience means focusing on social practice and the development of critical thinking. In
order to contribute to this reflection, this thesis has the general objective of investigating the
configuration of the argumentation teaching-learning process in literacy projects. Therefore,
we outline some specific objectives: (i) to analyze argumentation as a social practice,
experienced in the literacy projects developed; (ii) identify skills related to the competency
of argumentation mobilized in these projects; (iii) to map the principles of teaching
argumentation within the developed literacy projects. In order to achieve our goals, this
research-action, with a qualitative approach and an ethnographic approach, takes an
interpretative perspective, is anchored in Applied Linguistics and is based on literacy studies
from a sociocultural perspective and on argumentation with an interactional basis. The
investigation participants are 3rd-grade high school students from a public school in the state
of Rio Grande do Norte and, in the process, we had the collaboration of teachers, principals,
coordinators and school employees, in addition to agents outside the school environment:
professionals from the State Department of Education and Culture (Secretaria Estadual de
Educação e Cultura / SEEC-RN) and a researcher from the Letramentos e
Contemporaneidade group. The instruments used for data generation were: participant
observation, field notes, audio/video recordings, photographs, semi-structured
questionnaires. From the data analysis, the following principles emerged: activities/genres
network; argumentation/argumentativeness; construction of the counterword; mobilization
of skills/competencies. The results highlight that the teaching of argumentation through
literacy projects enables the experience of argumentation as a social practice.