Argumentação e ensino de escrita no ensino fundamental: uma proposta de intervenção

Abstract

The aim of this research is to look into the linguistic-discursive traces from the argumentative competence in an opinion article written text of 9th grade students in Ensino Fundamental of a public school in the city of Fortaleza/ Ceará. As for the specific aims, this research intends firstly to make an comparative analysis of two versions from ten opinion article texts written by these students, indentifying difficulties related to the lack of one or more steps from the argumentative prototype proposed by Adam (2011) and, secondly, to perform an pedagogic mediation with the aim of making the students to follow that argumentative prototype in their texts, assisting them to develop their writing skills. In theory, this research is based in five key areas: first in the sociodiscursive approach, in which the discursive gender is understood in the Bakhthin’s dialogical perspective of language (1992). Second in the Theoretical-Methodological proposal of the didactic sequence proposed by Dolz and Schneuwly (2004). Third in the Rhetoric notion stablished since the Classical Antiquity up to the appearance of the New Rhetoric present in Perelman’s and Olbrechst-Tyteca’s studies (1996), that, nowadays, are studied by the Pragmatic and also connected to the central thesis of Ducrot’s thought (1977, 1980, 1987). Fourth, in the concept of textual sequences implemented by Adam (2011), and finally in the assumption that conceives the writing ability as a processual practice, according to Flower and Hayes (1980), Serafini (2004) and Passarelli (2001). For the methodology, this is a action-research (Thiollent, 1996) according to the approach of qualitative data as established by Bodgan and Bikten (1996). The use of the didactic sequence gave us the opportunity to observe the students developing their writing skills and producing articles with much more confidence, in which were used higher levels of arguments that were more significant in the social problem solving. Beside that, the didactic sequence also gave them the ability of being more proactive and ethical in their texts.