Made available in DSpace on 2014-12-17T14:35:47Z (GMT). No. of bitstreams: 1 AlessandraCF.pdf: 981500 bytes, checksum: 25ce1975b5e987d1ceb40cfae1225dd9 (MD5) Previous issue date: 2005-12-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The focus of this thesis is the discussion of stories from the fairy tales genre in reading classes of Children?s Literature. Its main purpose is to investigate the argumentative action in the mediation pedagogic process.The evidence from this study is that the argumentative action is a fundamental component of teacher?s mediation as far as story discussion is concerned. The concept of mediation in this thesis comes from principles of interacionist Psychology articulated with THE theory of argumentation. It is understood that argumentative action is a process that objectives to obtain and to intensify the interlocuter?s adhesion through speech. The analysis of the story discussion activity is based on Psycholinguistic, particularly on the study of prevision ability; on the Theory of reception with special reference to the theory of the aesthetic effect, which considers the reader?s reactions and reader?s replies to the text; and on sociocognitive conflict study highlighting conflicts modalities brought up by the discussion of texts. The corpus analysed is composed by discussion episodes of stories from reading classes of Children?s Literature realized through participative observation.The subjects were children aged five-six years old from a public pre-school located in Natal-RN, Brazil. The study highlights mediation acts of argumentative nature such as direct question; illustrations from the book; rereading that were used by the teacher-researcher in story discussion. Among its conclusions it is revealed that argumentative action in stories discussion favors and intensifies the agreement of children?s to the activity. It increases the interaction between text and reader; it favours children?s organization and explicitation of their thoughts. The analysed material shows children?s exposing their ability to argue when having adequade scaffolding by an argumentative mediator the teacher / Focalizamos nesta tese a atividade de discuss?o de hist?rias do g?nero contos de fadas em aula de leitura de textos de literatura infantil. O objetivo principal ? investigar a a??o argumentativa no processo de media??o pedag?gica na atividade de discuss?o de hist?rias. A constata??o que fazemos ? a de que a a??o argumentativa ? constituinte fundamental da media??o docente nessa atividade. A abordagem sobre a media??o nesta investiga??o orientou-se pelos postulados da psicologia interacionista em articula??o com a teoria da argumenta??o, como processo que visa obter e intensificar a ades?o do interlocutor por meio do discurso. A an?lise da atividade de discuss?o de hist?rias envolveu a psicoling??stica, particularmente o estudo sobre a habilidade de previs?o; a Est?tica da Recep??o, destacando-se a teoria do efeito est?tico, uma vez que esta considera as rea??es ou as respostas provocadas no leitor pelo texto; e os estudos sobre o conflito sociocognitivo, evidenciando-se as modalidades de conflitos provenientes da discuss?o de textos. O corpus analisado comp?e-se de epis?dios de discuss?o de hist?rias, resultantes de um trabalho de campo com a literatura infantil (2000), realizado por meio da observa??o participante. Os sujeitos envolvidos s?o crian?as na faixa et?ria entre 5 e 6 anos de idade, de uma escola p?blica, do munic?pio de Natal-RN. A pesquisa evidenciou a??es mediadoras de car?ter argumentativo utilizadas pela professora-pesquisadora em discuss?o de hist?rias. Dentre as conclus?es, destaca-se a de que a a??o argumentativa na atividade de discuss?o de hist?rias favorece e intensifica n?o s? a ades?o das crian?as nessa atividade. Potencializa a intera??o entre o leitor e o texto, favorece a organiza??o e explicita??o do pensamento das crian?as. O material analisado mostra que as crian?as exp?em sua habilidade para argumentar quando recebem andaimagem adequada de um mediador argumentativo - o professor