JOSÉ MARCOS QUINTINO DA SILVA
AUTHOR: JOSÉ MARCOS QUINTINO DA SILVA
TITLE: SCHOOLING OF ARGUMENTARY GENERALS OF THE JOURNALISTIC BALL IN PORTUGUESE DIDACTIC BOOK COLLECTIONS IN WRITTEN TEXT PRODUCTION ACTIVITIES (ESCOLARIZAÇÃO DE GÊNEROS ARGUMENTATIVOS DA ESFERA JORNALÍSTICA EM COLEÇÕES DE LIVROS DIDÁTICOS DE PORTUGUÊS NAS ATIVIDADES DE PRODUÇÃO DE TEXTO ESCRITO)
ADVISOR: Prof. Silvio Ribeiro da Silva
CONCENTRATION AREA: Education
RESEARCH LINE: Education and Language
DEFENSE DATE: 06/11/2018
ABSTRACT:
This Master Thesis, resulting from a research in Education, is situated in the Education and Language research line. It aims to analyze the schooling of argumentative journalistic genres in the Production of text (written) in two collections of Portuguese Language (LDP) textbooks of Elementary School II. The first collection is Portuguese Languages, by William Roberto Cereja and Thereza Cochar Magalhães, Editora Saraiva. The second collection is Willing to Know Portuguese, by Rosemeire Aparecida Alves Tavares and Tatiane Brugnerotto, FTD Publishing House. For the analysis, He uses four groups of categories: a) Dimensions of speech genres; b) Structure of the argument; c) Dominant language skills in the typological aspect to argue; d) Types of adhesion of an argument. I consider the first group of categories mentioned to be the essential teachable dimensions of the whole statement, and the last three groups the essential teachable dimensions of the argumentative text. He understands when they are schooled, genders undergo changes. This is because, through this process (schooling), they are displaced from their sphere of origin and adapted to the school sphere. Thus, once schooled, the genres are no longer the same as they were in the sphere where they arose. One way to limit the impact of schooling on gender is to school schooling linked to the social practices where they arise and circulate. This research, characterized as content-quality-interpretive analysis of content, was conducted from the perspective of the indicative paradigm. The conception of language adopted was the Bakhtin/Volochinov dialogism ([1929] 2009), as well as its socio-interactionist conception of speech genres (BAKHTIN [1952-53] 2011). Among other authors, he also uses Perelman & Olbrechts-Tyteca ([1958] 1996), Toulmin ([1958] 2001), because they bring a conception of argumentation quite coherent with the conception of language assumed in this research; Dolz and Schneuwly ([1996] 2010), because they are largely responsible for the application of genre theory to didactic purposes; Chevallard (1995), for his unique contribution to the reflection on the transposition of knowledge from the academic to the school environment; Soares (2004), because he discusses the concept of schooling and its effects. The data show that all categories were covered by the two collections analyzed. However, there was a significant quantitative and qualitative discrepancy between those, which reveals a possible need to review schooling. This is worrying because, according to Perelman and Olbrechts-Tyteca ([1958] 1996), without the ability to argue in the face of controversy, the only alternative left to get the speaker to adhere to a point of view is to resort to violence.
