Made available in DSpace on 2014-12-17T15:06:45Z (GMT). No. of bitstreams: 1 EdivaniaDR.pdf: 609194 bytes, checksum: d8e6322347069d06c8d7fc5aaeb78854 (MD5) Previous issue date: 2009-03-04 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This research studies the argumentative process developed by the Basis Educational Movement (MEB), using as corpus the booklet Viver ? lutar , and other lesson plans of the Educational Rural Radio from Natal. It has as objectives reveal the argumentative strategies in the discursive production of MEB, exploring the meaning effects suggested by its production conditions, and the ideological positions defended, in addition to this, verify how the booklet and the radio classes dialogued in the argumentation of their theses. So, the study is guided by the Discourse Analysis presuppositions, by the Argumentation Theory, by the conceptions of Popular Education, as well as the conception language dialogical language conception, recurring to Bakhtin (1995). The research adopts the documental characteristic of qualitative nature with an interpretative basis. The analysis of the data permitted us to confirm that the pedagogical didactic material discourse of MEB was produced in a social-historical-ideological context in what the education was seen as a social liberation instrument, being able to transform the Brazilian people and the Brazilian unequal structure. The results reveal that the booklet and the classes assume a position remarkably in favor of the popular classes, structured by the argumentative techniques that intended to convince, and to persuade the auditorium. Thus, the argument was based initially on the convincing of youths and of adults for, afterwards, to construct a persuasion to the learners, in terms of referring to act on the reality to transform it, according to their desires of social justice / Esta pesquisa estuda o processo argumentativo desenvolvido pelo Movimento de Educa??o de Base, tendo como corpus a cartilha Viver ? lutar e os roteiros de aulas da Emissora de Educa??o Rural de Natal. Tem como objetivos revelar as estrat?gias argumentativas na produ??o discursiva do MEB, atentando para os efeitos de sentido sugeridos pelas suas condi??es de produ??o e as posi??es ideol?gicas defendidas, al?m de verificar como a cartilha e as aulas radiof?nicas dialogavam na argumenta??o de suas teses. Para tanto, o estudo ? orientado pelos pressupostos da An?lise do Discurso, pela Teoria da Argumenta??o, pelas concep??es de Educa??o Popular, bem como a concep??o dial?gica de linguagem, recorrendo a Bakhtin (1995). A pesquisa adota o car?ter documental, de natureza qualitativa com base interpretativista, cuja an?lise dos dados permitiu constatar que o discurso do material did?tico-pedag?gico do MEB foi produzido num contexto s?cio-hist?rico-ideol?gico em que a educa??o foi vista como um instrumento de liberta??o social, sendo capaz de transformar o indiv?duo e a estrutura desigual do Brasil. Os resultados revelam que a cartilha e as aulas assumem uma posi??o marcadamente a favor das classes populares, estruturada por t?cnicas argumentativas que pretendiam convencer e persuadir o audit?rio. Ainda demonstraram que tal argumenta??o baseou-se, inicialmente, no convencimento dos jovens e adultos para, em seguida, imprimir uma persuas?o nos aprendizes, no que se refere a agir sobre a realidade para transform?-la, segundo seus desejos de justi?a social