Ensino da argumentação: um estudo de caso
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2020-06
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Schwertner, Suzana Feldens
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A argumentação é parte da característica humana da linguagem, que pressupõe uma ação sobre o mundo, dotada de intencionalidade e veiculadora de ideologia. Nesse sentido, a pesquisa teve como objetivo analisar as práticas de ensino da argumentação desenvolvidas com os alunos do terceiro ano do Ensino Médio de uma escola no interior do Mato Grosso, Brasil. Buscou-se observar as práticas de ensino da argumentação, a perspectiva docente em relação às concepções de linguagem, texto e argumentação, além de escutar estudantes acerca da importância do desenvolvimento da argumentação. O estudo contemplou reflexões teóricas sobre as concepções de linguagem e teorias linguísticas; argumentação, intencionalidade e ideologia; ensino e texto (BAKHTIN, 2004; FIORIN, 2018; LEITÃO, 2011; KOCH, 2006 e 2011; SCHNEUWLY; DOLZ, 2004). Deliberou-se por uma abordagem qualitativa, por meio do estudo de caso e a partir do uso das técnicas: pesquisa documental; entrevista semiestruturada; observação participante e grupo focal. Através da análise de conteúdo (BARDIN, 2011), foi possível estabelecer quatro unidades de categoria: primeiro, a relação teórica entre a Base Nacional Comum Curricular, o Projeto Político Pedagógico da unidade escolar locus da pesquisa e o Plano de Ensino de Língua Portuguesa; segundo, a percepção da professora sobre sua prática; terceiro, as práticas de ensino da argumentação desenvolvidas; quarto, a compreensão do papel da argumentação pelos estudantes. Como resultados, o estudo evidenciou a importância da relação teórico-prática para o desenvolvimento de ações pedagógicas que estimulem a capacidade argumentativa dos alunos. Ademais, o estudo demonstrou que as práticas organizadas de ensino da argumentação impactam a capacidade de tomar a palavra e defender um determinado posicionamento, competência esta essencial para o desenvolvimento de uma sociedade consciente de seu papel. Além disso, os estudantes ressaltaram, através de suas narrativas, que possuem voz e desejam participar do debate público, bem como destacaram o papel do professor e da relação professor e aluno enquanto facilitadores na construção dos saberes da argumentação.
The argument is part of the human characteristic of language, which presupposes na action on the world, endowed with intentionality and conveying ideology. In this sense, the research aimed to analyze the teaching practices of argumentation developed with students in the third year of high school at a school in the interior of Mato Grosso. We sought to observe the teaching practices of argumentation, the teaching perspective in relation to the conceptions of language, text and argumentation, in addition to listening to students about the importance of the development of argumentation. The study included theoretical reflections on language conceptions and linguistic theories; argumentation, intentionality and ideology; teaching and text (BAKHTIN, 2004; FIORIN, 2018; LEITÃO, 2011; KOCH, 2006 and 2011; SCHNEUWLY; DOLZ, 2004). It was decided by a qualitative approach, through the case study and using the techniques: document analysis; semi structured interview; participant observation and focus group. Through contente analysis (BARDIN, 2011), it was possible to establish four category units: first, the theoretical relationship between the National Common Curricular Base, the Political Pedagogical Project of the school locus of research and the Portuguese Language Teaching Plan; second, the teacher's perception of her practice; third, the teaching practices of argumentation developed; fourth, students' understanding of the role of argumentation. As a result, the study showed the importance of the theoretical- practical relationship for the development of pedagogical actions that stimulate students' argumentative capacity. In addition, the study demonstrated that the organized practices of teaching argumentation impact the ability to take the floor and defend a certain position with primacy, a competence essential for the development of a society aware of its role. In addition, students emphasized, through their narratives, that they have a voice and wish to participate in the public debate, as well as highlighting the role of the teacher and the teacher-student relationship as facilitators in the construction of the knowledge of argumentation.
The argument is part of the human characteristic of language, which presupposes na action on the world, endowed with intentionality and conveying ideology. In this sense, the research aimed to analyze the teaching practices of argumentation developed with students in the third year of high school at a school in the interior of Mato Grosso. We sought to observe the teaching practices of argumentation, the teaching perspective in relation to the conceptions of language, text and argumentation, in addition to listening to students about the importance of the development of argumentation. The study included theoretical reflections on language conceptions and linguistic theories; argumentation, intentionality and ideology; teaching and text (BAKHTIN, 2004; FIORIN, 2018; LEITÃO, 2011; KOCH, 2006 and 2011; SCHNEUWLY; DOLZ, 2004). It was decided by a qualitative approach, through the case study and using the techniques: document analysis; semi structured interview; participant observation and focus group. Through contente analysis (BARDIN, 2011), it was possible to establish four category units: first, the theoretical relationship between the National Common Curricular Base, the Political Pedagogical Project of the school locus of research and the Portuguese Language Teaching Plan; second, the teacher's perception of her practice; third, the teaching practices of argumentation developed; fourth, students' understanding of the role of argumentation. As a result, the study showed the importance of the theoretical- practical relationship for the development of pedagogical actions that stimulate students' argumentative capacity. In addition, the study demonstrated that the organized practices of teaching argumentation impact the ability to take the floor and defend a certain position with primacy, a competence essential for the development of a society aware of its role. In addition, students emphasized, through their narratives, that they have a voice and wish to participate in the public debate, as well as highlighting the role of the teacher and the teacher-student relationship as facilitators in the construction of the knowledge of argumentation.
Descrição
Palavras-chave
Argumentação; Estudantes; Práticas de Ensino; Linguagem; Argumentation; Students; Teaching Practices; Language
Citação
GOMES, Viviana. Ensino da argumentação: um estudo de caso. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 mar. 2020. Disponível em: http://hdl.handle.net/10737/2898.