Informatividade na sala de aula: o emprego de informações na construção de argumentos

Abstract

Defending a positioning is a complex process due to its own nature, because it needs information to constitute arguments. Furthermore, it does not depend on the one who is learning, it does without, also on the one who teaches and on a procedural practice that takes place over time (at school). Based on this observation, in this thesis, we constitute the research question: “How the use of information in the construction of argumentation in argumentative textual genres of school writing effective itself?” and we defined as general objective: to analyze the occurrence of information and of the argumentation in the argumentative writing of high school students and how these phenomena relate to each other; and as specific objectives: to identify the nature of the information used by the high school student in argumentative writings; to identify the types of argument present in the paragraphs of development of the textual productions of high school students; and to verify subsidies in the sociointeractionist perspective of teaching and in the Action Research that reveal contributions to the classroom. To answer the research question and contemplate the objectives, we constituted a theoretical network, articulated methodologies and generated the data in the classroom. As for our theoretical network, the standard of textuality of informativity, proposed by Beaugrande and Dressler (1981), constituted the basis for us to outline the work with the information, still in the Text Linguistics, we support ourselves in the concepts of subject, text and context. In the postulates of the Theory of Argumentation, in Perelman and Olbrechts-Tyteca (2014), we subsidize ourselves with the meaning of the types of argument. In the sociointeractionist perspective, we base our mediating action in the classroom with a view to acting in students’ ZPD and understanding the process of forming the concept of information. Added to this base is our understanding of dialogism, Bakhtin (2014). Action Research, according to Burns (2010) and Thiollent (2011) is our research methodology for the generation of data in the classroom, to which we articulate the Corresponsible Professional Development, according to Freitag and Richter (2015) and Bom Camillo (2017); the didactic sequences, according to Dolz and Schneuwly (2004); and the problematizing question of Freire and Faundez (1985). The corpus of analysis is integrated by the productions of two research participants, developed between June and December of 2018. Regarding the analysis and discussion of the data, we found that the textual productions of the research participants reveal different stages of work with the information, the productions of PD5 present more paraphrase of information that are from the base texts and more restricted interpretation, while productions of PD14 present more allusions of information that are from the base texts and their knowledge of the world and less restricted interpretation; the mediating instruments, such as the feedback via the problematizing question and the frame of argumentative strategies helped the students and the teacher researcher in the co-responsibility of the process of teaching and learning of argumentative writing. Lastly, we understand that the information and the argumentation are distinct language phenomena and that they are linked. The information can exist by itself, but it is essential to the constitution of the argumentation. Therefore, the process of teaching and learning of argumentation needs to start from working with the information so that the student understands and appropriates the work with this phenomenon to contemplate the phenomenon of argumentation that is more complex.