A potencialidade do uso de questões sociocientíficas para a produção do gênero do discurso dissertação escolar
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Data
2016-02-26
Autores
Lenharo, Ana Flávia Lopes [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo discutir a potencialidade do uso de questões sociocientíficas na produção do gênero do discurso dissertação escolar. Para tanto, foi elaborada uma Sequência Didática de natureza interdisciplinar onde se buscou, pela análise do corpus, 30 textos dissertativos argumentativos, entender quais esquemas argumentativos vinculados à Nova Retórica e tipos de argumentos sociocientíficos são utilizados pelos discentes, ao abordar o tema Controvérsias sobre o rio Tietê. Vale salientar que o produto vinculado a esta investigação de Mestrado Profissional é uma Sequência Didática interdisciplinar direcionada a 3ªs séries do Ensino Médio. Também se espera contribuir para o ensino de Língua Portuguesa e para outros trabalhos que envolvam o desenvolvimento da capacidade argumentativa, atrelado ao exercício da cidadania. Por isso, apresenta-se uma proposta de trabalho pautada no diálogo entre os componentes curriculares e no uso de controvérsias sociocientíficas locais. Para a produção do gênero discursivo secundário dissertação escolar, o aluno precisa dialogar com saberes de diversas disciplinas. Além disso, é necessário o domínio do conteúdo temático, do estilo e da construção composicional do gênero do discurso. Nesse sentido, o arcabouço teórico que sustenta este estudo é a teoria da enunciação dos gêneros do discurso de Bakhtin, pois se acredita que a proficiência escrita se vincula ao dialogismo, à polifonia e à intertextualidade. Logo, a competência linguístico-discursiva está relacionada à capacidade de gerenciar as vozes alheias, na constituição da autonomia enunciativa. Entende-se, portanto, que o trabalho com projetos interdisciplinares sobre Questões Sociocientíficas pode colaborar para o ensino dos gêneros do discurso argumentativos, para formação em valores e para a emancipação de sujeitos, por meio da ação sociopolítica e da participação pública.
This research aims to discuss the potential use of socio-scientific issues in the production of the speech genre in the school dissertation. For this purpose, was prepared a didactic sequence of interdisciplinary nature where it sought by analysing the corpus, 30 argumentative dissertative texts, to understand which argumentative schemes linked to the New Rhetoric and types of socio-scientific arguments are used by students when approaching Controversy topic about Tietê river. It is noteworthy that the linked product to this Professional Master's research is an interdisciplinary Teaching Sequence directed to 3rd year of high school. It is also expected to contribute to the teaching of Portuguese language and other works that involve the development of argumentative skills, linked to the exercise of citizenship. Therefore, we present a job offer guided in the dialogue between the curriculum components and in the use of local socio-scientific controversies. For the production of discursive secondary school essay genre, the students need to talk with knowledge of different disciplines. In addition, it is necessary the domain of the thematic content, of the style and the compositional construction of the speech genre. In this sense, the theoretical framework that supports this study is the theory of enunciation of Bakhtin's speech genres because it is believed that writing proficiency is linked to dialogism, to the polyphony and intertextuality. Thus, the linguistic-discursive competence is related to the ability to manage the other people's voices, in the establishment of the enunciation autonomy. It is understood, therefore, that the work on interdisciplinary projects about socio-scientific issues can contribute to the teaching of genres on the argumentative discourse, for the training in values and for the emancipation of the individuals through the sociopolitical action and public participation.
This research aims to discuss the potential use of socio-scientific issues in the production of the speech genre in the school dissertation. For this purpose, was prepared a didactic sequence of interdisciplinary nature where it sought by analysing the corpus, 30 argumentative dissertative texts, to understand which argumentative schemes linked to the New Rhetoric and types of socio-scientific arguments are used by students when approaching Controversy topic about Tietê river. It is noteworthy that the linked product to this Professional Master's research is an interdisciplinary Teaching Sequence directed to 3rd year of high school. It is also expected to contribute to the teaching of Portuguese language and other works that involve the development of argumentative skills, linked to the exercise of citizenship. Therefore, we present a job offer guided in the dialogue between the curriculum components and in the use of local socio-scientific controversies. For the production of discursive secondary school essay genre, the students need to talk with knowledge of different disciplines. In addition, it is necessary the domain of the thematic content, of the style and the compositional construction of the speech genre. In this sense, the theoretical framework that supports this study is the theory of enunciation of Bakhtin's speech genres because it is believed that writing proficiency is linked to dialogism, to the polyphony and intertextuality. Thus, the linguistic-discursive competence is related to the ability to manage the other people's voices, in the establishment of the enunciation autonomy. It is understood, therefore, that the work on interdisciplinary projects about socio-scientific issues can contribute to the teaching of genres on the argumentative discourse, for the training in values and for the emancipation of the individuals through the sociopolitical action and public participation.
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Palavras-chave
Gênero do discurso, Dissertação escolar, Questões Sociocientíficas, Sequência Didática, Interdisciplinaridade, Speech Genre, School dissertation, Socio-scientific issues, Teaching sequence, Interdisciplinarity