Banca de DEFESA: Kássia Fontenele

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Kássia Fontenele
DATE: 08/02/2024
TIME: 15:00
LOCAL: Sala 37
TITLE:

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

KEY WORDS:

Discursive genres, argumentation, sociocultural repertoire.

PAGES: 108
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This work aims to analyze how argumentation, as an attribute of the metageneric competence of the school dissertation, can be expanded in ENEM and PAStype texts, based on the experience of a didactic sequence, focused on the manifestation of sociocultural repertoire, by high school students. Along this path, my specific objectives are to investigate how high school students' contact with argumentative discourse genres contributes to the argumentative trajectories of their texts; how argumentation, as an attribute of the metageneric competence of the school essay, can be expanded, based on guidelines directly and indirectly related to the rewriting process; and what pedagogical actions can expand the argumentative trajectories in the school essay discursive genre, aimed at sensitizing students to the formation of a sociocultural repertoire. I base my research on the conceptions of discursive genres anchored in Bakhtin's (2010) sociohistorical and dialogical perspective; Miller's (2012) and Bazerman's (2011) sociorhetorical, socio-historical and sociocultural perspective; and Bronckart's (2003) interactionist and sociodiscursive perspective. I discuss the notion of metageneric competence, based mainly on Koch's proposition (2015a) and the reformulation by Albuquerque (2022); and I think about argumentation based on Aquino (2018) and Plantin (2002). The research approach is qualitative, ethnographic, which, in line with the sociointeractional approach, unveils the human factor involved in the production of analyzed texts and uses CDA as a methodology that promotes different levels of analysis within the text, based on Fairclough's (2001) three-dimensional model. This work promotes experiences with argumentative genres and the process of textual rewriting as the main research actions, made possible by a didactic sequence based on the proposal by Dolz et al. (2004). The conclusions of my research indicate that the construction of sociocultural repertoire as a constitutive element of argumentation in the school dissertation genre was properly explored in the corpus of the four essays in this research and that in the course of data generation it is possible to understand that the students reflect on their own (re)writing processes: from the initial production - through the modules - to the final production.

COMMITTEE MEMBERS:
Externo à Instituição - ALEXANDRE FERREIRA DA COSTA - UFG
Interna - 1090815 - ANA ADELINA LOPO RAMOS
Interna - 1220784 - CINTIA DA SILVA PACHECO
Presidente - 1209022 - RODRIGO ALBUQUERQUE PEREIRA