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Previous issue date: 2015-07-31 / Objetivando compreender os fatores intervenientes no processo de aprimoramento da compet?ncia argumentativa por estudantes do 2? ano do Ensino M?dio, empreendemos uma pesquisa de abordagem qualitativa e natureza interventiva, durante a qual adotamos a conduta da observa??o participante, numa escola pertencente ? rede estadual de ensino do Rio Grande do Norte, localizada na periferia do munic?pio de Natal. O corpus analisado constituiu-se no ?nterim da interven??o e enseja as respostas a um question?rio semiestruturado, quatorze artigos de opini?o e tr?s debates regrados, produzidos pelos estudantes, al?m das videograva??es de dez sess?es e notas pessoais referentes a outras seis, totalizando dezesseis sess?es observadas no decurso do ano letivo de 2014. Como principais refer?ncias te?ricas tomamos o estudo das compet?ncias e da argumenta??o, na perspectiva do sociointeracionismo discursivo. Na an?lise dos dados tomamos de empr?stimo o princ?pio da categoriza??o, optando pela apresenta??o cr?tico-descritiva e nos foram revelados, por via dosind?cios categorizados, que dentre os fatores intervenientes no processo estudado, afigura-se com maior relev?ncia a constitui??o de uma comunidade intelectual efetiva, a qual re?ne em constante intera??o os sujeitos, que se alternam assumindo as condi??es de oradores e deaudit?rio. A constitui??o dessa comunidade depende em muito da media??o docente e se faz imprescind?vel ? (re)elabora??o da compet?ncia estudada, nas intera??es por ela proporcionadas os sujeitos aprendem e desenvolvem sua compet?ncia, reformulando os limites de sua zona de desenvolvimento proximal. / In order to understand the factors involved in the improvement process of argumentative competence by students of 2nd year of high school, we undertook a qualitative approach research and interventional nature, during which we adopted the conduct of participant observation in a school belonging to the state schools of Rio Grande do Norte, located on the outskirts of the city of Natal. The analyzed corpus consisted in the interim intervention and entails the answers to a semi-structured questionnaire, fourteen opinion articles and three regrados debates, produced by the students, in addition to video recordings of ten sessions and personal notes pertaining to another six, totaling sixteen sessions observed during the school year 2014. As the most important bibliographical references we study skills and reasoning from the perspective of discursive social interactionism. Analyzing the data we loan the principle of categorization, opting for critical-descriptive presentation and were revealed to us, via the classified evidences, that among the factors involved in the study process, it appears with more relevance to set up an effective intellectual community, which meets in constant interaction subjects, which alternate assuming the conditions of speakers and audience. The constitution of this community depends largely on the teaching mediation and is indispensable to the (re)design of the studied competence, in interactions with her the subjects afforded learn and develop their competence, reshaping the limits of their zone of proximal development.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21070 |
| Date | 31 July 2015 |
| Creators | ?lvares, Leonardo Mendes |
| Contributors | 70399239472, http://lattes.cnpq.br/4424220937257634, Sousa, Gilton Sampaio de, 72084499453, Queiroz, Maria Aparecida de, 01999184491, http://lattes.cnpq.br/0642511546307992, Freitas, Alessandra Cardozo de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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