Aquisição de escrita: a ressignificação da argumentação na escrita de alunos do ensino fundamental II

Abstract

This dissertation studies argumentation in the acquisition of writing skills, more specifically, in texts written by students in Elementary School II. The question that guided the research is: if argumentation is present in language (Ducrot, 1987) from the earliest productions of children, why are children and pre-adolescents accused by educators of not knowing how to produce texts considered argumentative? Based on this issue, the objective of this study is to understand to what extent the teachers' perception is true and, to this end, it investigates the presence of argumentative structures in texts written by students in Elementary School II. In addition, it seeks to verify the position of students in their relationship with others, with language and with themselves; and, further, whether the position in which the student finds himself affects his argumentation in writing. Regarding language acquisition, the studies of Lemos (1997, 2002) are adopted as a theoretical framework, for whom acquisition is a process of subjectivation of the child by language based on the relationship that he establishes with others, with language and with his own speech; also Capristano (2007, 2010, 2013), who shows the relevance of structuralist interactionism, proposed by Lemos, to explain the acquisition of writing. Regarding the argumentation, it is understood that it is intrinsic to language (Ducrot, 1987), considered in its concrete realization (Carel, M.; Ducrot, 1999, Ducrot, 2005). This study is based on Correa (2006, 2007) who, assuming a linguistic-enunciative perspective, conceives writing as a constitutively heterogeneous mode of enunciation and, therefore, crossed by the traditions of both literate/written practices and oral/spoken practices. The research corpus is composed of six texts produced by different students of Elementary School II, three from the 6th grade and three from the 9th grade. The analysis methodology, of a qualitative nature, was based on the evidentiary paradigm proposed by Ginzburg (1989), in which clues, symptoms, and signs are the elements of analysis. The analysis shows that students in the two years selected for the study produce argumentative writing in texts of different genres in the corpus, regardless of the positions (Lemos, 2002) through which the students fluctuate in the same text, even though the argumentative structures manifest themselves in different ways. In addition, several argumentative chains point to the heterogeneity of the writers' writing.