Elementos anafóricos como recurso argumentativo em textos de discentes do 9º ano de ensino fundamental: uma proposta de intervenção

Abstract

The proposed work is based on the textual linguistic studies, focusing on the referral phenomenon, specifically on the role of anaphoric taken up in argumentative construction. In addition, analyzes the relevance of teacher intervention during the appropriation of the opinion article genre by students of the 9th grade of elementary school. We start from the text design as a communicative event that mobilizes factors beyond linguistic, cognitive and social. We also took the argument as a discursive construct, involving metalinguistic knowledge, beyond the lexical choice intended by the enunciator. In this sense, the cognitive processes designed for interaction and the perceptive relationship and extratextual performance products are situated in society and the relationship between the subjects negotiated discursively. We understand the anaphoric relationship as important mechanism, not only to establish cohesion, but as argumentative orientation, helping to make the text consistent. To this end, We base ourselves from the theoretical conceptions of Adam (2011), Mondada and Dubois (2003), Koch (2006), Conte (2003) and Neves (2006). We opted for experimental research, explanatory and interpretative basis, based on the concepts of didactic sequence (SD) and the didactic model of gender proposed by Dolz and Schneuwly (2004). Because it is an intervention work, we not only the texts of the survey participants as the object of analysis, but also the stages of SD, because we start from the text premise not only as a product, but taking into account its nature procedural. The SD was delimited in nine (9) steps corresponding to: 1) questioning; 2) Proposal Writing for observation of the buildings of the students; 3) intervention as the most common argumentative operators; 4) approach to argumentative scheme proposed by Toulmin (2006); 5, 6 and 7) study conducted on anaphoric elements; 8) Collective rewritten with teacher intervention; 9) individual textual rewrite. From the collected data, it was possible to verify the correspondence between the linguistic competence of the student, their active participation in oral discussions, work rewriting collective and the presence of taken over by coframe nominal forms or not, in order to categorize or recategorise the element resumed, which contributed considerably to the axiological construction of argumentation in dissertative texts.