THE ARGUMENTATIVE CONSTRUCTION OF STUDENTS' SAYING IN WRITING PRACTICES IN MIDDLE SCHOOL
The purpose of this article is to present the results of a didactic intervention aimed at improving the argumentative capacity of students in a 1st year middle school class of a public school. The research focus of the analysis focuses on the argumentative construction of the saying of one of these...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Espírito Santo (UFES) |
| Repositorio: | Revista (Con)Textos Linguísticos (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufes.br:article/32357 |
| Acceso en línea: | https://periodicos.ufes.br/contextoslinguisticos/article/view/32357 |
| Access Level: | acceso abierto |
| Palabra clave: | Argumentação Ensino Médio Carta do leitor Círculo de Bakhtin Nova Retórica Argumentation High school Reader's letter Bakhtin Circle New Rhetoric |
| Sumario: | The purpose of this article is to present the results of a didactic intervention aimed at improving the argumentative capacity of students in a 1st year middle school class of a public school. The research focus of the analysis focuses on the argumentative construction of the saying of one of these students, considering the comparison of their written productions, before and after the intervention work. Taking as theoretical-methodological support basic ideas on the dialogical functioning of the language of the so-called Bakhtin Circle (BAKHTIN, 2011; 2016; 2016; VOLÓCHINOV, 2017) and contributions of Perelman and Olbrechts-Tyteca's New Rhetoric (2014) about discourse argumentation, this paper examines two texts (a school essay, produced before the intervention, and a letter from the reader produced at the end of the intervention) from the same student/producer. The study reinforce the importance of the interventional activity performed with the letter reader genre as a work proposal capable of enhancing the student's argumentative capacity in the production of texts in the basic education classroom. |
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