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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/25041 |
| Date | 21 August 2015 |
| Creators | Silva, Sadart Vieira da |
| Contributors | 17362646801, Rodrigues, Maria das Gra?as Soares, 44405243468, Sim?es, Jos? da Silva, 06571924811, Costa, Alessandra Castilho Ferreira da |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM LETRAS, 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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