As relações de causalidade com valor argumentativo: compreensão e proposta de ensino para alunos do fundamental

Abstract

This research, which deals with the theme “causal relations”, is developed based on a diagnostic test that sought to obtain answers to problems that arose in a specific context of the classroom. In view of the results, the problem was formalized, which deals with the linguistic-cognitive competence of 8th grade students when processing (in reading and writing) causal relations and about the competence to understand and instantiate (in written production) these relations that serve the argumentative orientation of the discourse. The general objective is to develop in the 8th grade students the ability to recognize and instantiate the causal relations in the semantic domain in which they are interpreted and in their argumentative value. The specific objectives are: (1) based on a diagnostic test, which consists of the knowledge of research students regarding the interpretation of causality and the production of discourse in which they make use of argumentative strategies constructed based on the causality relationship; (2) to lead students to understand, through a pedagogical proposal, how causality relations are interpreted in different semantic domains and how these relations have the potential to build argumentativeness in texts; (3) to stimulate the students' ability to, when developing the argumentative orientation in the production of their texts, establish causal relations appropriately. The contributions of Sweetser (1990), Neves (2000, 2001), Abdon (2004) are adopted as a theoretical basis, regarding the understanding of the phenomenon of causality from the functionalist point of view; and studies by Fiorin (2015) and Koch (2006), which allow mobilizing the argumentative aspect of the notion of causality. The grammatical perspective of the concept of cause is also presented, referring to Cunha & Cintra (2008). From a methodological point of view, participant research is developed, as the realization of this work allowed the direct involvement between the researcher and the studied subjects, as well as the option of a descriptive-qualitative approach of a diagnostic character, by which performs a work based on the observation, investigation and interpretation of a product that reflects the teaching practice itself. And adopting as procedures, among others, the construction of a pedagogical notebook with a teaching proposal aimed at the development of reading and writing skills.