O processo de reescrita na construção argumentativa: uma análise a partir das produções textuais de alunos do 9º ano do Ensino Fundamental

Abstract

Writing plays a central role in contemporary society, determining access to basic conditions for existence. Therefore, it is the school that must enable the development of this social tool, preparing students for life in society, thus allowing them the full right to citizenship. For Koch (2002), social interaction takes place through language, through argumentativeness and, for Abreu (2009), it is through argumentation that man places himself in the world, based on the texts he produces. Therefore, the general objective of this work is to analyze the importance of the rewriting process in the argumentative construction of textual productions by students in the 9th year of Elementary School at EMEF Vicente Farencena, in Santa Maria, RS. As specific objectives, we have: (a) investigate the contributions of rewriting in the argumentative construction in the textual genre Redação do Enem; (b) investigate to what extent the rewriting reflects advances in the use of different types of arguments; and (c), verify the potential of action research for teaching and learning argumentative texts. The method adopted is action research, which consists of getting to know the reality studied, establishing a cooperative relationship between participants and researchers (FRANCO; BETTI, 2018). The texts were analyzed using a framework of criteria that included aspects of genre and argumentativeness. The target audience for the research are students in the 9th year of Elementary School, students in class 92 at Escola Municipal de Ensino Fundamental Vicente Farencena, located in Camobi neighborhood, Santa Maria, RS. Workshops were developed, based on diagnostic textual production, which took place from October to November 2024, during the regular period of Portuguese Language classes. The students produced texts in the Enem Writing genre, developing the use of different argumentative resources, such as types of arguments and discursive modalizers. Three writings were carried out in the classroom, with feedback provided through guidance notes, with the text of a student, referred to in the study as Student XX, being selected for analysis. As a result, after the three writings, progress can be seen with regard to the use of argumentation, as Student XX selected different types of arguments efficiently, strengthening his point of view a little. This can be seen by verifying that he qualified the use of the argument based on facts and the argument from authority in the latest version of the text. The intervention proposal, according to the Enem writing textual genre, was also more complete and closer to what is expected for this genre. In this way, even though the textual production is not at an Enem grade-100 writing standard, it is understood that there has been a great advance with regard to the argumentative construction of the text. It is concluded that, given all the challenges that arise in daily school practice, the results obtained were satisfactory, contributing to the teaching of the Portuguese language, especially textual production.