O discurso argumentativo nos enunciados de uma menina dos 2;1 aos 3;8 anos de idade
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Data
2020-05-28
Autores
Ricci, Ana Luísa Coletti
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa propõe o estudo do discurso argumentativo (LEITÃO, 1999, 2001, 2003; LEITÃO, BANKS-LEITE, 2006a; LEITÃO, FERREIRA, 2006b, 2006c, 2007a, 2007b, 2010; LEITÃO, VIEIRA, 2017, 2018; VIEIRA, 2011, 2015) nos enunciados de uma menina, S., brasileira, monolíngue, dos 2;1 aos 3;8 anos, a partir de uma abordagem dialógicodiscursiva bakhtiniana (BAKHTIN/VOLOCHÍNOV, 2017; BAKHTIN, 2013, 2016; DEL RÉ et al. 2014a e b, 2016). Para refletirmos sobre os processos de aquisição e argumentação, partiremos de um olhar qualitativo para os dados, gravados em vídeo em situações naturalísticas, transcritos por meio do programa CLAN (CHAT), disponível na plataforma CHILDES (MACWHINNEY, 2000). Partindo de estudos anteriores e dando-lhes continuidade, observaremos os movimentos discursivos da argumentação (LEITÃO, 1999, 2001, 2003, 2006a, 2006b, 2006c, 2007a, 2007b, 2010, 2017, 2018), que são o argumento, o contra-argumento e a resposta nos enunciados de S. (estudo de caso). A fim de melhor desenvolvermos esse estudo, assim como observarmos mais detalhadamente o discurso argumentativo, buscamos analisar o movimento discursivo que dele decorre e os elementos linguísticos que contribuem para a significação dos enunciados de S., nesse discurso. Observamos também seu desenvolvimento na argumentação e linguagem, tal qual a estrutura – fundamentalmente – sintática desses enunciados, atentando-nos para alguns elementos de sua composição, além de seu aspecto semântico para, através deles, identificar os elementos (após observação dos dados, elencamos os adjuntos adnominais e adverbiais, advérbios e conjunções) que contribuem para a formulação do enunciado argumentativo, como ocorre com “mas”, “não”, “nem” e o “porquê”, muito presentes nas produções de S., além de outros itens linguísticos, verbais e/ou não. Para realizar esse trabalho e a compreensão e análise dos elementos de língua presentes e fundamentais na significação dos enunciados no discurso de S. como argumentativos, baseamo-nos, também, nos estudos de linguagem da Gramática do Português Brasileiro (CASTILHO, 2014) e na Gramática Funcional (NEVES, 2011). Na necessidade da criança de se comunicar e de interagir com seu interlocutor, fazendo-o a partir de uma linguagem multimodal (CAVALCANTE, 1994, 2018; CAVALCANTE, BRANDÃO, 2012; DE ALMEIDA, CAVALCANTE, 2017; VASCONCELOS, 2017), encontramos um sujeito que argumentará a fim de expor e defender seu posicionamento discursivo, contrapondo-se ao discurso do outro, refletindo sobre a linguagem no movimento discursivo do diálogo. Observamos, em concordância com Vieira (2011, 2015), que a argumentação se manifesta quando o indivíduo passa a se perceber como um “eu”, diferente do “outro” e dele separado, algo que ocorre ainda muito cedo, antes dos 2 anos de idade. Os resultados mostraram que a criança faz uso de todos os três movimentos em questão, assim como de suas funções – epistêmica, discursiva e psicológica -, dominando-os e utilizando-os com eficácia, o que nos permite observar o curso de seu desenvolvimento linguageiro e argumentativo.
This research proposes the study of the argumentative discourse (LEITÃO, 1999, 2001, 2003; LEITÃO, BANKS-LEITE, 2006a; LEITÃO, FERREIRA, 2006b, 2006c, 2007a, 2007b, 2010; LEITÃO, VIEIRA, 2017, 2018; VIEIRA, 2011, 2015) over the utterances of a child, S., (a monolingual girl, whose data goes from her 2;1 to her 3;8 years old), what will be studied from a dialogic and discursive approach (BAKHTIN/VOLOCHÍNOV, 2017; BAKHTIN, 2013, 2016; DEL RÉ et al. 2014a e b, 2016). To reflect about the processes of language acquisition and argumentation, we will depart from a qualitative view of the data, composed by videos recorded during naturalistic situations, and after translated through the CALN (CHAT) software, available at the CHILDES platform (MACWHINNEY, 2000). Starting from previous studies and giving them continuity, we will observe the discursive movements of argumentation (LEITÃO, 1999, 2001, 2003, 2006a, 2006b, 2006c, 2007a, 2007b, 2010, 2017, 2018), which are the argument, the counter-argument and the response, all of them figuring argumentative utterances of S. (case study). In order to better develop this research, ass to observe with more details the argumentative discourse, we shall analyse the discursive movement that comes from it and the linguistic elements which contribute to the meaning of S. statements as argumentation. We will also look at S.’s development on argumentation and language, as the – fundamentally – syntactic structures of the argumentative utterances, paying attention to some elements of its composition, as to its semantic aspect. Therefore, in order to identify the elements (after observing the date, we have catalogued the adjuncts, that accompany names (nouns, adjectives, pronouns) and verbs; adverbs and conjunctions) which contribute to the formulation of an utterance as argumentative, as occurs with the Portuguese words “mas”, “não”, “nem” and “porquê”, all of them very frequent at the child’s productions, as well as other linguistic items, verbal and/or non-verbal ones. To undertake this research, to comprehend and analyse the linguistic elements which were present and fundamentals to the significance of the child’s utterances, in the discourse, as argumentatives, we took base on the language studies of the Gramática do Português Brasileiro (CASTILHO, 2014) and at the Functional Grammar (NEVES, 2011). In order to communicate and interact with its interlocutor, the child will use a multimodal language (CAVALCANTE, 1994, 2018; CAVALCANTE, BRANDÃO, 2012; DE ALMEIDA, CAVALCANTE, 2017; VASCONCELOS, 2017). There, we are able to find a individual that will argumentate to expose and defend his/her discursive stance, withstanding the other’s discourse, reflecting about the language in the discursive movement, during the dialogue. Hence, accordingly to Vieira (2011, 2015) we perceived that argumentation manifests when the individual is perceived as a “I”, different from the “other” and separated of it, what occurs still too early, even before the age of 2 years old. The results of previous and this research showed that children make use of the three argumentative movements (argument, counterargument and response), as of its functions - epistemic, discursive and psychological -, mastering and using them with efficiency, what allows us to observe the course of the child’s language and argumentative development.
This research proposes the study of the argumentative discourse (LEITÃO, 1999, 2001, 2003; LEITÃO, BANKS-LEITE, 2006a; LEITÃO, FERREIRA, 2006b, 2006c, 2007a, 2007b, 2010; LEITÃO, VIEIRA, 2017, 2018; VIEIRA, 2011, 2015) over the utterances of a child, S., (a monolingual girl, whose data goes from her 2;1 to her 3;8 years old), what will be studied from a dialogic and discursive approach (BAKHTIN/VOLOCHÍNOV, 2017; BAKHTIN, 2013, 2016; DEL RÉ et al. 2014a e b, 2016). To reflect about the processes of language acquisition and argumentation, we will depart from a qualitative view of the data, composed by videos recorded during naturalistic situations, and after translated through the CALN (CHAT) software, available at the CHILDES platform (MACWHINNEY, 2000). Starting from previous studies and giving them continuity, we will observe the discursive movements of argumentation (LEITÃO, 1999, 2001, 2003, 2006a, 2006b, 2006c, 2007a, 2007b, 2010, 2017, 2018), which are the argument, the counter-argument and the response, all of them figuring argumentative utterances of S. (case study). In order to better develop this research, ass to observe with more details the argumentative discourse, we shall analyse the discursive movement that comes from it and the linguistic elements which contribute to the meaning of S. statements as argumentation. We will also look at S.’s development on argumentation and language, as the – fundamentally – syntactic structures of the argumentative utterances, paying attention to some elements of its composition, as to its semantic aspect. Therefore, in order to identify the elements (after observing the date, we have catalogued the adjuncts, that accompany names (nouns, adjectives, pronouns) and verbs; adverbs and conjunctions) which contribute to the formulation of an utterance as argumentative, as occurs with the Portuguese words “mas”, “não”, “nem” and “porquê”, all of them very frequent at the child’s productions, as well as other linguistic items, verbal and/or non-verbal ones. To undertake this research, to comprehend and analyse the linguistic elements which were present and fundamentals to the significance of the child’s utterances, in the discourse, as argumentatives, we took base on the language studies of the Gramática do Português Brasileiro (CASTILHO, 2014) and at the Functional Grammar (NEVES, 2011). In order to communicate and interact with its interlocutor, the child will use a multimodal language (CAVALCANTE, 1994, 2018; CAVALCANTE, BRANDÃO, 2012; DE ALMEIDA, CAVALCANTE, 2017; VASCONCELOS, 2017). There, we are able to find a individual that will argumentate to expose and defend his/her discursive stance, withstanding the other’s discourse, reflecting about the language in the discursive movement, during the dialogue. Hence, accordingly to Vieira (2011, 2015) we perceived that argumentation manifests when the individual is perceived as a “I”, different from the “other” and separated of it, what occurs still too early, even before the age of 2 years old. The results of previous and this research showed that children make use of the three argumentative movements (argument, counterargument and response), as of its functions - epistemic, discursive and psychological -, mastering and using them with efficiency, what allows us to observe the course of the child’s language and argumentative development.
Descrição
Palavras-chave
Aquisição da Linguagem, Argumentação, Abordagem dialógico-discursiva, Multimodalidade, Language Acquisition, Argumentation, Dialogic and Discursive Approach, Multimodality