Os operadores argumentativos no processo de leitura e de produção textual: uma proposta de ensino para alunos do 9º ano

Abstract

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.