I denna undersökning granskas 31 texter skrivna av elever i årskurs 7 höstterminen 2011. Samtliga texter är skrivna efter samma på förhand fastställda uppgift. Metodmässigt har texterna granskats genom en närläsning strukturerad av ett analysschema.  Undersökningen syftar till att besvara följande frågeställningar: - Vilka är de texttypsmässiga styrkorna och svagheterna i elevtexterna? - Hur ser samspelet ut mellan berättandet och argumenterandet i elevtexterna? - Vilka typer av kunskaper i argumentation visar sig i elevtexterna? Sammanfattningsvis visar studien att eleverna kan föra fram en tes och argument som stödjer tesen. Dock finns det utrymme för förbättring vad det gäller skapandet av disposition. Undersökningen visar också att en mindre del av eleverna valde att skriva en diskuterande text istället för en renodlad argumentation. Eleverna har i de flesta fall en god känsla för blandningen av den argumenterande och berättande texttypen. I diskussionen redogörs för hur texterna skulle kunna användas i ett formativt arbetssätt för att diskutera kunskaps-kvalitéer. / In this thesis 31 student texts are examined by close reading. The texts were written in seventh grade on the fall semester of 2011. The study of close reading were structured by an analytic scheme and aimed to answer the following questions: - Which are the strengths and weaknesses in the student’s text in relation to text type? -  How is the relationship between narrative and argumentative text types represented? -  Which signs of knowledge about written argument appear in the student’s texts?  The study shows that most students can formulate a thesis and argument to support it.   There is however room for improvement when it comes to the disposition of the text. The study also shows that some of the students wrote a text as a discussion rather than an argument. In most cases the students are successful in combining narrative and argumentative text types. The thesis is concluded by a discussion about how these results could be helpful in the frame of formative assessment and guide students to develop their argumentative skill.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-20T13:10:18Z No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T13:10:18Z (GMT). No. of bitstreams: 2 Glessyan_Marques2017.pdf: 1562823 bytes, checksum: 1f697229375867dd7ed1c008c1923be2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-07 / Considering the school as a socio-cultural locus that favors the development of students' cognitive abilities, and based on Vygotsky's Sociocultural Theory, we analyze the Written Discussion and Problem-Solving of students in the second year of high school, from two schools in Toledo, a city from Paraná. One of the schools is in the countryside (Escola do Campo – Countryside school) and the other is in the city (Escola Urbana- Urban school). This qualitative research was carried out with 25 high-school students and aimed at investigating if the students from both analyzed schools can construct written arguments and solve problems, from socio-scientific ones based on daily problems, respectively. Thus, these students’ performance was analyzed concerning the construction of written arguments and problem solving. The data collection of this research was obtained by a questionnaire and complementary data such as technical visit, analysis of the School's Political Pedagogical Project, field observation and Sociocultural questionnaire. The questionnaire was composed of socio-cultural demands, socio-scientific and daily problems. Sociocultural questions aimed at knowing the studied public, their personal, professional and cultural interests, while additional data allowed us to know the contexts of both surveyed schools. But, this research focused on analyzing the problems (socio-scientific and daily ones) that the students answered when we offered them these questionnaires. Data analysis was obtained by Toulmin (2001) standard and Bardin (2009) content analysis. Our results point out that the studied students present difficulties to build written arguments and low performance in solving everyday problems. Few students were able to construct written arguments containing the basic elements of an argument from the Toulmin standard. Likewise, few of them could solve daily problems. In general, we conclude that the students from both surveyed schools have not developed skills about written argumentation and problem solving, and we stand up for those skills that should be exercised in school. / Considerando a escola como um espaço sociocultural que favorece o desenvolvimento das habilidades cognitivas dos estudantes e, fundamentados na Teoria Sociocultural de Vygotsky, analisamos a Argumentação Escrita e a Resolução de Problemas de estudantes do 2º ano do ensino médio, de duas escolas do município Toledo/PR, uma delas localizada no campo (Escola do Campo) e a outra localizada na cidade (Escola Urbana). Esta pesquisa, de natureza qualitativa, foi realizada com 25 estudantes do ensino médio e teve como objetivo principal investigar se os estudantes de uma Escola do Campo e de uma Escola Urbana conseguem construir argumentos escritos e solucionar problemas, a partir de problemas sociocientíficos e de problemas do cotidiano, respectivamente. A preocupação foi analisar o desempenho desses estudantes na construção de argumentos escritos e na resolução de problemas. A coleta de dados da pesquisa ocorreu por meio de questionário e por meio de dados complementares como visita técnica, análise do Projeto Político Pedagógico, observação ao campo de pesquisa e questionário sociocultural. O questionário foi composto por questões socioculturais, problemas sociocientíficos e problemas do cotidiano. As questões socioculturais buscaram conhecer o público pesquisado, seus interesses pessoais, profissionais e culturais. Os dados complementares permitiram conhecer os contextos pesquisados. Mas o foco da pesquisa esteve na análise dos problemas (sociocientíficos e do cotidiano) respondidos pelos estudantes no questionário. A análise de dados aconteceu por meio do padrão de Toulmin (2001) e da análise de conteúdo de Bardin (2009). Os resultados apontam que os estudantes pesquisados apresentam dificuldade de construir argumentos escritos e apresentam baixo desempenho na resolução de problemas do cotidiano. Poucos estudantes conseguiram construir argumentos escritos contendo os elementos básicos de um argumento do padrão de Toulmin. Do mesmo modo, poucos estudantes conseguiram solucionar problemas do cotidiano. Em geral, a conclusão é a de que os estudantes de ambas as escolas pesquisadas não possuem habilidades desenvolvidas relativas à argumentação escrita e à resolução de problemas, diante disso, defendemos a importância de favorecer o exercício dessas habilidades na escola.