O estatuto dialógico e dialético dos recursos linguísticos e retóricos no gênero artigo de opinião
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Data
2022-02-25
Autores
Nascimento, Joseane Brito Martins
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa volta-se para o tema da argumentação no Ensino Fundamental - anos finais, e delimita-se para o trabalho com os gêneros textuais na mediação do desenvolvimento do raciocínio argumentativo de estudantes no Ensino Fundamental – anos finais. A pesquisa partiu dos seguintes questionamentos: Que operações particulares, para desenvolver o raciocínio argumentativo, podem ser imputáveis aos aprendizes que pretendem um estatuto de agente que argumenta na vida política cotidiana, em uma sociedade democrática? Como articular os recursos linguísticos e retóricos para constituir a força dos argumentos de uma ação comunicativa? O objetivo foi analisar o raciocínio argumentativo dos estudantes e investigar como estes arranjam sintático-semanticamente as estratégias discursivo-argumentativas (recursos linguísticos e retóricos), mediadas pelo gênero artigo de opinião, para que tenham força argumentativa no propósito de comunicação. A fundamentação teórico-metodológica sustenta-se no Interacionismo Sociodiscursivo e em sua Engenharia Didática (2003; 2004); na Retórica: ARISTÓTELES (2005); PERELMAN E OLBRETCHS-TYTECA (2014); DUCROT (1987); ANSCOMBRE e DUCROT (1976); TOULMIN (2011); ZOPPI-FONTANA (2006); FIORIN (2018; 2019), dentre outros estudiosos desse gênero e preocupados com o ensino da argumentação escrita no Ensino Fundamental. Trata-se de resultados da pesquisa de mestrado profissional, desenvolvida no período de 2020 a 2021, que se inscreve na Linguística Aplicada, sustentada pela abordagem qualitativa interpretativa, orientando-se pelos princípios da pesquisa-ação. Assim, o percurso metodológico da pesquisa foi delineado nas etapas da pesquisa-ação (THIOLLENT, 2008/2011), nas quais foram diagnosticados problemas na organização do raciocínio argumentativo e, a partir destes, foi elaborada uma sequência didática em torno do gênero artigo de opinião para desenvolver esse tipo de raciocínio. As operações de linguagem e de pensamento realizadas pelos estudantes foram mediadas por um dispositivo didático, criado especialmente para esse procedimento, para auxiliá-los na tarefa de produzir a versão final do texto exemplar desse gênero. A confrontação entre os resultados das produções de textos dos estudantes demonstrou que houve um avanço significativo no desenvolvimento de seu raciocínio argumentativo e das capacidades de linguagem, requeridas para a produção do gênero artigo de opinião, descritas no modelo didático. Concluímos que o que permitiu chegar a esse resultado foi a oferta de um ensino intencional e sistematizado a esses estudantes por meio do qual realizaram operações de diferentes ordens, e foi justamente a imbricação profunda dessas operações que potencializou o desenvolvimento das capacidades de linguagem, do raciocínio e o seu arranjo no plano sintático-semântico, mediado por escolhas de diferentes recursos argumentativos (linguísticos e retóricos), visando ao cumprimento de seu propósito de comunicação.
This research focuses on the theme of argumentation in Elementary School - final years, and delimits itself to work with textual genres in the mediation of the development of argumentative reasoning of students in Elementary School - final years. The research started from the following questions: What particular operations, to develop argumentative reasoning, can be attributed to learners who want to be an agent who argues in everyday political life, in a democratic society? How to articulate the linguistic and rhetorical resources to constitute the force of the arguments of a communicative action? The objective was to analyze the students' argumentative reasoning and investigate how they syntactically-semantically arrange the discursive argumentative strategies (linguistic and rhetorical resources), mediated by the opinion article genre, so that they have argumentative force in the communication purpose. The theoretical-methodological foundation is based on Sociodiscursive Interactionism and its Didactic Engineering (2003; 2004); in Rhetoric: ARISTÓTELES (2005); PERELMAN E OLBRETCHS-TYTECA (2014); DUCROT (1987); ANSCOMBRE e DUCROT (1976); TOULMIN (2011); ZOPPI-FONTANA (2006); FIORIN (2018; 2019), among other scholars of this genre and concerned with the teaching of written argumentation in Elementary School. These are the results of the professional master's research, developed from 2020 to 2021, which is inscribed in Applied Linguistics, supported by an interpretative qualitative approach, guided by the principles of action research. Thus, the methodological course of the research was outlined in the stages of action research (THIOLLENT, 2008/2011), in which problems in the organization of argumentative reasoning were diagnosed and, from these, a didactic sequence was developed around the article genre of opinion to develop this type of reasoning. The language and thought operations performed by the students were mediated by a didactic device, created especially for this procedure, to assist them in the task of producing the final version of the exemplary text of this genre. The confrontation between the results of the students' text productions showed that there was a significant advance in the development of their argumentative reasoning and language skills, required for the production of the opinion article genre, described in the didactic model. We conclude that what made it possible to reach this result was the offer of an intentional and systematized teaching to these students through which they performed operations of different orders, and it was precisely the deep imbrication of these operations that potentiated the development of language skills, reasoning and its arrangement in the syntactic semantic plane, mediated by choices of different argumentative resources (linguistic and rhetorical), aiming at the fulfillment of its communication purpose.
This research focuses on the theme of argumentation in Elementary School - final years, and delimits itself to work with textual genres in the mediation of the development of argumentative reasoning of students in Elementary School - final years. The research started from the following questions: What particular operations, to develop argumentative reasoning, can be attributed to learners who want to be an agent who argues in everyday political life, in a democratic society? How to articulate the linguistic and rhetorical resources to constitute the force of the arguments of a communicative action? The objective was to analyze the students' argumentative reasoning and investigate how they syntactically-semantically arrange the discursive argumentative strategies (linguistic and rhetorical resources), mediated by the opinion article genre, so that they have argumentative force in the communication purpose. The theoretical-methodological foundation is based on Sociodiscursive Interactionism and its Didactic Engineering (2003; 2004); in Rhetoric: ARISTÓTELES (2005); PERELMAN E OLBRETCHS-TYTECA (2014); DUCROT (1987); ANSCOMBRE e DUCROT (1976); TOULMIN (2011); ZOPPI-FONTANA (2006); FIORIN (2018; 2019), among other scholars of this genre and concerned with the teaching of written argumentation in Elementary School. These are the results of the professional master's research, developed from 2020 to 2021, which is inscribed in Applied Linguistics, supported by an interpretative qualitative approach, guided by the principles of action research. Thus, the methodological course of the research was outlined in the stages of action research (THIOLLENT, 2008/2011), in which problems in the organization of argumentative reasoning were diagnosed and, from these, a didactic sequence was developed around the article genre of opinion to develop this type of reasoning. The language and thought operations performed by the students were mediated by a didactic device, created especially for this procedure, to assist them in the task of producing the final version of the exemplary text of this genre. The confrontation between the results of the students' text productions showed that there was a significant advance in the development of their argumentative reasoning and language skills, required for the production of the opinion article genre, described in the didactic model. We conclude that what made it possible to reach this result was the offer of an intentional and systematized teaching to these students through which they performed operations of different orders, and it was precisely the deep imbrication of these operations that potentiated the development of language skills, reasoning and its arrangement in the syntactic semantic plane, mediated by choices of different argumentative resources (linguistic and rhetorical), aiming at the fulfillment of its communication purpose.
Descrição
Palavras-chave
Interacionismo sociodiscursivo, Gramática, Recursos retóricos, Argumentação, Artigo de opinião, Sequência Didática para desenvolver raciocínio argumentativo, Sociodiscursive interactionism, Grammar, Rhetorical resources, Argumentation, Opinion article, Didactic Sequence to develop argumentative reasoning