Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-03T15:21:48Z No. of bitstreams: 1 SadartVieiraDaSilva_DISSERT.pdf: 6126058 bytes, checksum: 11d0e117793768fd6976001317dcf501 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-10T23:09:15Z (GMT) No. of bitstreams: 1 SadartVieiraDaSilva_DISSERT.pdf: 6126058 bytes, checksum: 11d0e117793768fd6976001317dcf501 (MD5) / Made available in DSpace on 2018-04-10T23:09:15Z (GMT). No. of bitstreams: 1 SadartVieiraDaSilva_DISSERT.pdf: 6126058 bytes, checksum: 11d0e117793768fd6976001317dcf501 (MD5) Previous issue date: 2015-08-21 / A presente disserta??o ? dedicada ao estudo, an?lise e descri??o de uma sequ?ncia did?tica para o ensino de leitura e escrita de um g?nero textual, o coment?rio, caracterizado enquanto sequ?ncia argumentativa, numa turma de 9? ano do Ensino Fundamental de uma escola p?blica do munic?pio de Parnamirim/RN. Essa interven??o teve como objetivos analisar o ensino-aprendizagem do g?nero textual selecionado e, principalmente, promover pr?ticas de escrita da sequ?ncia argumentativa que contribu?ssem para que os textos produzidos pelos alunos se apresentem mais produtivos, reflexivos e argumentativos. Focamos a produ??o dos coment?rios na quest?o da contra-argumenta??o e do uso de conectores contra- argumentativos. Para realizar a interven??o, utilizamos pressupostos te?ricos advindos das seguintes abordagens: dos estudos de Dolz e Scheneuwly (s.d.), com respeito aos projetos de classe, sequ?ncia did?tica; dos modelos te?ricos de Lopes- Rossi (2011), com rela??o aos projetos pedag?gicos de leitura e produ??o de g?neros discursivos; das diretrizes dos PCN (1998), quanto ? escolha pelo g?nero e suas implica??es no ensino-aprendizagem dos estudos de Marcuschi (2003, 2007, 2008, 2010), Koch (1990, 2007, 2011, 2015), sobre os g?neros textuais e suas inter- rela??es ensino-aprendizagem e produ??o textual; das teorias sobre argumenta??o observadas em Perelman; Olbrechts-Tyteca, (2014), Ducrot, (2009), Plantin, (2008); das posi??es te?rico-metodol?gicas de J. M. Adam (2010, 2011) referentes ?s sequ?ncias textuais, especificamente a sequ?ncia argumentativa, a contra- argumenta??o e os conectores contra-argumentativos. Apresentamos como resultados a produ??o de 63 coment?rios em tr?s etapas de escrita, sendo uma etapa num grupo de discuss?o do Facebook? e duas reescritas de coment?rios na sala de aula no suporte papel. Analisamos o processo de evolu??o da escrita contra- argumentativa e a utiliza??o de conectores contra-argumentativos nas produ??es dos alunos. / This dissertation is dedicated to the study, analysis and description of a didactic sequence for teaching reading and writing of a genre text, the comment, characterized as argumentative sequence, a class of 9th grade of elementary school at a public school in the city of Parnamirim/RN ? Brazil. This intervention aimed to analyze the teaching and learning of the selected genre and especially promote the following argumentative writing practices that contribute to the texts produced by the students prove to be more productive, reflective and argumentative. We focus on the production of comments on the issue of counter-arguments and the use of connectors counterargumentative. To perform the procedure, we use theoretical assumptions arising from the following approaches: studies of Dolz and Scheneuwly (nd), with respect to class projects, didactic sequence; the theoretical models of Lopes-Rossi (2011) with respect to educational projects of reading and production of genres; guideline of PCN (1998) regarding the choice by gender and its implications in teaching and learning; Marcuschi of study (2003, 2007, 2008, 2010), Koch (1990, 2007, 2011, 2015), about the texts genres and their interrelationships teaching and learning and textual production; theories on argumentation observed in Perelman; Olbrechts-Tyteca (2014), Ducrot, (2009), Plantin, (2008); the theoretical and methodological positions of J.M. Adam (2010, 2011) regarding the textual sequences, specifically the argumentative sequence, the counter-arguments and counterargumentative connectors. Present as a result the production of 63 comments in three stages of writing, one step at a Facebook? discussion group and two rewrites of comments in class on paper. We analyze the evolution process of the counter- argumentative writing and the use of connectors counterargumentative in student texts.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T23:37:01Z No. of bitstreams: 1 JucianaSoaresDeOliveira_DISSERT.pdf: 5176785 bytes, checksum: 172dcdd12fbe96bc380aeef51caf0137 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-12T22:59:38Z (GMT) No. of bitstreams: 1 JucianaSoaresDeOliveira_DISSERT.pdf: 5176785 bytes, checksum: 172dcdd12fbe96bc380aeef51caf0137 (MD5) / Made available in DSpace on 2017-06-12T22:59:38Z (GMT). No. of bitstreams: 1 JucianaSoaresDeOliveira_DISSERT.pdf: 5176785 bytes, checksum: 172dcdd12fbe96bc380aeef51caf0137 (MD5) Previous issue date: 2016-12-16 / O objetivo desta pesquisa ? investigar a compet?ncia argumentativa de alunos de uma turma de 9? ano do Ensino Fundamental de uma escola municipal de Fortaleza/ Cear?, a partir da produ??o escrita de artigos de opini?o. Quanto aos objetivos espec?ficos, este trabalho prop?e-se a realizar uma an?lise comparativa de duas vers?es de dez artigos de opini?o produzidos por esses alunos, identificar dificuldades relacionadas ? aus?ncia de uma ou mais fases da sequ?ncia argumentativa protot?pica proposta por Adam (2011) e aplicar uma interven??o pedag?gica com a finalidade de que essa sequ?ncia protot?pica se efetive nos textos dos alunos, contribuindo, assim, para a melhoria da escrita argumentativa. Teoricamente, o trabalho fundamenta-se em uma abordagem sociodiscursiva, os g?neros do discurso s?o compreendidos na perspectiva dial?gica da linguagem de Bakhtin (1992) e na execu??o da proposta te?rico-metodol?gica de sequ?ncia did?tica proposta por Dolz e Schneuwly (2004). Al?m disso, recorremos ? no??o de Ret?rica, desde a antiguidade cl?ssica at? o surgimento da Nova Ret?rica presentificada nos estudos de Perelman e Olbrechts-Tyteca (1996), que, na atualidade, foi assimilada pelos estudos da Pragm?tica e conectada ?s teses centrais do pensamento de Ducrot (1977, 1980, 1987). Tamb?m ancoramo-nos no conceito de sequ?ncias textuais proposto por Adam (2011), assim como nos pressupostos que concebem a produ??o escrita como pr?tica processual, conforme Flower e Hayes (1980), Serafini (2004) e Passarelli (2001). Em termos metodol?gicos, trata-se de uma pesquisa-a??o segundo Thiollent (1996), com abordagem de dados de natureza qualitativa, conforme estabelecem Bodgan e Biklen (1996). A aplica??o da sequ?ncia did?tica possibilitou-nos observar que os alunos passaram a escrever artigos de opini?o mais elaborados, com n?veis de argumenta??o mais significativos, conseguindo, inclusive, posicionarem-se de forma mais reflexiva e cr?tica diante de quest?es sociais discut?veis. Al?m disso, ao defendermos o argumentar como a??o lingu?stica de maior import?ncia, acreditamos que, por meio da interven??o proposta, conseguimos contribuir para que os alunos envolvidos tivessem a oportunidade de exercer os pap?is sociais do argumentar e contra-argumentar por meio da ado??o de uma postura pr?-ativa e ?tica em seus textos. / The aim of this research is to look into the linguistic-discursive traces from the argumentative competence in an opinion article written text of 9th grade students in Ensino Fundamental of a public school in the city of Fortaleza/ Cear?. As for the specific aims, this research intends firstly to make an comparative analysis of two versions from ten opinion article texts written by these students, indentifying difficulties related to the lack of one or more steps from the argumentative prototype proposed by Adam (2011) and, secondly, to perform an pedagogic mediation with the aim of making the students to follow that argumentative prototype in their texts, assisting them to develop their writing skills. In theory, this research is based in five key areas: first in the sociodiscursive approach, in which the discursive gender is understood in the Bakhthin?s dialogical perspective of language (1992). Second in the Theoretical-Methodological proposal of the didactic sequence proposed by Dolz and Schneuwly (2004). Third in the Rhetoric notion stablished since the Classical Antiquity up to the appearance of the New Rhetoric present in Perelman?s and Olbrechst-Tyteca?s studies (1996), that, nowadays, are studied by the Pragmatic and also connected to the central thesis of Ducrot?s thought (1977, 1980, 1987). Fourth, in the concept of textual sequences implemented by Adam (2011), and finally in the assumption that conceives the writing ability as a processual practice, according to Flower and Hayes (1980), Serafini (2004) and Passarelli (2001). For the methodology, this is a action-research (Thiollent, 1996) according to the approach of qualitative data as established by Bodgan and Bikten (1996). The use of the didactic sequence gave us the opportunity to observe the students developing their writing skills and producing articles with much more confidence, in which were used higher levels of arguments that were more significant in the social problem solving. Beside that, the didactic sequence also gave them the ability of being more proactive and ethical in their texts.