Banca de QUALIFICAÇÃO: Kássia Fontenele

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : Kássia Fontenele
DATE: 25/04/2023
TIME: 09:00
LOCAL: Online - Plataforma TEAMS
TITLE:

ARGUMENTATIVE TRAJECTORIES IN ENEM AND PAS SCHOOL DISSERTATIONS: [META]GENERAL EXPERIENCES AND REWRITING AS PEDAGOGICAL ACTIONS

KEY WORDS:

argumentation, school dissertation, metageneric competence and rewriting.

PAGES: 40
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This research proposes to analyze how argumentation, as an attribute of the metageneric competence of the school dissertation, can be expanded in texts of the ENEM and PAS types, based on the rewriting and study of the use of sociocultural repertoire by high school students. In the theoretical chapter, I will discuss the theoretical framework of the genres to which I belong, based on the conceptions of discursive genres anchored in the socio-historical and dialogical perspective of Bakhtin (1992), in the socio-rhetorical, socio-historical and cultural perspective from authors such as Miller (2012), Bazerman (2011), in the interactionist and sociodiscursive perspective from Bronckart (2003) and in the perspective of the critical analysis of Fairclough and Kress (2008). Still in this chapter I also discuss the notion of metageneric competence, based mainly on the theory of Koch (2021) and de Albuquerque (2022), and I reflect on argumentation as an attribute of the metageneric competence of the school dissertation, analyzing argumentation as a skill within this competence. of textual rewriting, because my purpose is to understand how these issues, considered in this research, pedagogical practices, which involve argumentation, can help in the process of (re)writing. Such pedagogical actions are made possible through the use of a didactic sequence, based on the proposal by Dolz et al. (2004), which will be conceptualized and detailed as an instrument for generating data in the methodological chapter. Finally, in the analytical chapter, I present the analyzes carried out from the reading and study of the texts of the subjects participating in the research, from which I project myself to the discussion of pedagogical actions that allow the expansion of argumentative trajectories in the discursive genre school dissertation, aimed at to raise students' awareness of the formation of a sociocultural repertoire, with the aim of encouraging socially motivated writing.

BANKING MEMBERS:
Interna - 1090815 - ANA ADELINA LOPO RAMOS
Interna - 1220784 - CINTIA DA SILVA PACHECO
Presidente - 1209022 - RODRIGO ALBUQUERQUE PEREIRA