Navegando por Assunto "Argumentation"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
A argumentação no discurso religioso popular: relações entre pathos e logos nas cantigas de marujada de Bragança (PA)
(Universidade Federal do Pará, 2014-06) MORATO, Elisson Ferreira
This paper aims to analyze the way in which the religious discourse of popular character, also called as folkloric discourse, builds the logos argumentative. For this purpose, we start from the analysis of two songs of Marujada, religious procession that takes place in the city of Bragança, in the state of Pará, from Rhetoric by Aristotle and from the work of current researchers about argumentation in discourse, among which we mention Amossy (2006) and Charaudeau (1992, 2000, 2004, 2008). From Aristotle (2005) we take the notions of ethos, pathos and logos and from Charaudeau the notion of descriptive mode of organization of discourse (1992), visée discursive (2004) and rationalization (2008). With this work we hope to demonstrate how, in certain discourses such as the religious, the logos is not built from a logical rationality, but by emotions of the producer of the discourse, which drive the composition of the logos.
Acesso aberto (Open Access)
Argumentação no ensino e aprendizagem de matemática básica: uma metapesquisa
(Universidade Federal do Pará, 2019-09-26) MELLO, Addelia Elizabeth Neyrão de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this research was to analyze researches at the level of dissertations and scientific articles published from 2014 to 2018 in Brazil that addressed the practice of argumentation in elementary school. In order to meet the research goal, data were collected from the catalog of theses and dissertations of the Higher Education Personnel Improvement Coordination in order to synthesize ideas, investigate contributions, classify and find similarities and point out possible divergences between researches. The research is qualitative in nature and followed the guidelines for reading, analysis and interpretation of texts and conducted on Academic Master's dissertations produced in Brazil, as a meta-analysis, whose research was raised and selected from the research summaries found. The research results presented according to our identification and classification criteria point to the need for more research on the theme related to the argumentation approach in the teaching and learning of mathematics, either in elementary school or higher education, especially doctoral research.
Acesso aberto (Open Access)
Gamificação e escrita: experiência de aprendizagem gamificada para produção textual
(Universidade Federal do Pará, 2021-04-15) BARBOSA, Rita de Cassia Damasceno; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972
The presented work is purposed to realize, under the Applied Linguistic, a theoretical-propositive study about the active responsive manifestation in the textual production of 9th grade elementary school students, from the work with opinion article and commentary genders discourse in the argumentative interface, through activities which use gamification as a pedagogical proposal, because of this resource is part of the life in society and is the way that the students are inserted as subjects in the diverse social practices that they do participate, being these in scholar environment, familiar or in the digital environment. To effectuate, it was started by the following problematic: How can the activities elaborated with game mechanics base, gamification, contribute to the active responsive manifestation of the learners in the genders discourse production? To answer this question, it was elaborated a set of activities to the argumentative genders textual production, adapted from the genders discourse reading and writing project of Lopes-Rossi (2008), compound by organized activities with game mechanics – gamification, which search to confirm/to deny two hypothesis: a) gamificated activities, because of having the engagement and the motivation to solve problems as objective, do collaborate to the active responsive manifestation of 9th grade students in textual production of the opinion article and commentary genders; b) the students manifest active responsive during the activities that involve the texts rewriting. It was defined as the main goal to verify the active responsive manifestation in the textual production of the opinion article and comments genders discourse, from a game mechanics elaborated activity proposal, the gamification and, as specific objectives: a) to ascertain if the gamificated activities, which require the teachers responsibility in the knowledge construction, does collaborate for a active responsive action of the students in the textual production; b) to verify the active responsive manifestation in the early production of the opinion article and commentary genders discourse in the diagnostic activities. To the theoretical reasoning, it was based in Bakhtin’s Circle thoughts principles about the dialogical nature of the language and the responsiveness, as well as in theorists and researchers who develop works related to the textual production in the classroom in this perspective, as Geraldi (1996), Sercundes (2004), Fiad and Mayrink-Sabinson (2019) and Menegassi (2016); the studies about multiliteracy of Street (2013, 2014), Kleiman (1995), Soares (2006), Rojo e Moura (2012) e Rojo e Barbosa (2015), Alves (2015) and Paula (2016) about gamification as pedagogical practice. The investigation is characterized as a qualitative research, based in the interpretativism, with propositive disposition and applied nature, which the initial results obtained from the diagnostic analysis show that the learners do manifest active responsive position in relation to the production proposal understanding, to the gender purpose attendance and to the thematic content in the textual production of the discursive genders opinion article and reader commentary. These results were used as a base to the elaboration of a educational product activity in order to contribute to the active responsive manifestation of the learners in the textual production, shaped as a pedagogical activity book, directed to Portuguese Language teachers.
Acesso aberto (Open Access)
Os operadores argumentativos no processo de leitura e de produção textual: uma proposta de ensino para alunos do 9º ano
(Universidade Federal do Pará, 2021-04-12) SOUZA, Adriane Andrade Souza de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
The present research has as its theme the teaching of argumentative operators in discursive genres of the journalistic domain regarding the reading and writing process of elementary school students. The interest in developing it emerged in the classroom routine, as a Portuguese language teacher, when observing the students' difficulty in building, with proficiency, appropriate argumentative texts, including the mastery of linguistic operators that signal the relationship built between arguments. As a general objective, we elected to elaborate a didactic proposal for students of the 9th grade of elementary school, from a state public school in the municipality of Igarapé-Açu, Pará - Brazil, which expands their knowledge about the construction of textual argumentation through argumentative operators. To fulfill the intended objectives, the present research, of a qualitative character, was developed in two distinct stages: the first referring to the construction of information about the knowledge that the students have, about the argumentative operators when proceeding to the reading and production of texts by argumentative excellence; the second concerning the elaboration of a teaching proposal based on the model suggested by Lopes-Rossi (2002). To support the research, the studies of argumentative semantics developed by Ducrot (1987, 1989) and theoretical constructions of functional linguistics in Halliday e Hasan (1976), Haiman e Thompson (1984), Lehman (1988) and Van Dijk (1981, 1992) and the studies systematized by Koch (1995, 2003, 2009, 2015) in the context of textual linguistics. The diagnostic evaluation showed results relevant to the elaboration of the teaching proposal, which, in summary, point to the fact that most students use argumentative operators, but have a limited command of the existing possibilities of the language, as well as revealed the use of discursive relations. conjunction (additive) with the operator and with frequent frequency by editors. It was also evident the lack of knowledge of the importance of argumentative operators in signaling semantic-argumentative relations in the text, which justifies the relevance of developing a didactic proposal with a view to promoting more knowledge about the argumentation built by linguistic resources.