Navegando por Autor "SOUSA, Taize Borges"

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Acesso aberto (Open Access)
Análise das técnicas argumentativas da teoria da argumentação a partir da aprendizagem baseada em problemas em um curso de férias
(Universidade Federal do Pará, 2019-03) SOUSA, Taize Borges; MALHEIRO, João Manoel da Silva
With the aim to analyze the context of a Vacation Course (VC), within its problem-based learning (PBL) methodology, we identified characteristics and applied argumentative techniques that positively influence its construction process. Based on the Argumentation Treaty (AT) of Perelman (1987) and studies on VC with a PBL perspective. Data were analyzed from the transcription of six video-recorded social interactive activities of the VC, conducted by licensed instructors. The results have shown that the argumentative techniques as described by the AT could be identified in the VC, especially when it presents compatible features with the notions of audience, orator and the scope of discussion proposed by Perelman. In addition, the frequent use of the argumentative techniques of causal relationships is related to the need that the licensed instructors have of explaining and justifying the experiments and the conclusions achieved during the VC activities.
Acesso aberto (Open Access)
Técnicas argumentativas através da aprendizagem baseada em problema em um curso de férias
(Universidade Federal do Pará, 2017-05-11) SOUSA, Taize Borges; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This research aims to identify the argumentative techniques manifested by a group of graduates participating in a Holiday Course, when searching for solutions to a real problem with the use of investigative experimental strategies through Problem Based Learning and to analyze how the construction of schemes occurs Arguments in this non-formal teaching environment. In order to embark on this study, we searched for a theoretical reference in Chaim Perelman and Lucy Olbrechts-Tyteca with the Argumentation Treaty and in the dissertation by João Malheiro that characterizes a Holiday Course as an adaptation of Problem-Based Learning, among others that supported the understanding of this research. We characterized this study as qualitative exploratory descriptive type, with emphasis on discourse analysis, being the data constituted from the discourse of six licensees participating in this research; Observations of activities with audio and video recordings, which were later transcribed; And a record of observations. The results evidenced that the most present argumentative techniques during a socialization in the Holiday Course are causal link and identification, and that their use is associated with the needs that the students have to explain and justify the experiments and the conclusions of these. Thus, the ABP in a Holiday Course has epistemic potential, leading to believe that the construction of knowledge is related to the development of argumentative techniques, which are necessary to disseminate it. Taking the argument as a discursive process with specific characteristics according to the adopted framework, we believe that the more active learning methodologies such as the ABP will allow the argumentation, the more knowledge construction will be maximized.