Banca de DEFESA: GENILMA GALGANO CAMPOS ROSENDO DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GENILMA GALGANO CAMPOS ROSENDO DE LIMA
DATE: 23/07/2020
TIME: 14:00
LOCAL: Plataforma on line - a ser definida pelo PPGEL
TITLE:

 

The didactic text and the argumentative movements in the Portuguese language textbook

 

 

 

 

KEY WORDS:

Didactic text. Argumentation. Language marks. Utterance. Textbook.

PAGES: 120
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Teoria e Análise Linguística
SUMMARY:

 

This dissertation investigates ways of arguing in a session of a Portuguese language textbook that inserts the student into the universe of textual / discursive genres. This session consists of a didactic text in which there is a brief general presentation of the theme, content, and textual genres to be worked on in each unit of the book. In this session, a direct dialogue with the student is highlighted, designed through specific ways of arguing, whose objective is to capture the student's attention or interest. These ways are the argumentative strategies, the modals, the assumptions, and the implied ones. By argumentative strategies, we understand the elements responsible for the chain of statements, structuring them in texts and determining their discursive orientation. Modals are linguistic elements that act as indicators of the speaker's intentions, feelings, and attitudes towards speech. The implication allows meanings depending on the interlocutor's reasoning around the statement. The assumption, however, does not only depend on the interlocutor's reasoning, for it is within the language, present in the sentences of the utterances. These are concepts derived from theoretical assumptions of Textual Linguistics and the Theory of Language Argumentation. We analyzed these ways of arguing in the didactic texts of the Textbook "Universos: Língua Portuguesa" of the 9th grade of elementary school, used in public schools in the state of Rio Grande do Norte from 2017 to 2019. As a result, we found that the session we studied in the textbook presents a structure that seeks to capture the student, having them as the main interlocutor, in addition to leading them to certain answers in which the questions of otherness or heterogeneity are barely present. If there is little problematization in the didactic text, which can be understood by its very nature, there is a significant recurrence of linguistic marks, especially implications and assumptions, that put in place an ideal student, whose previous knowledge, for example, is supposed.

BANKING MEMBERS:
Presidente - 2226795 - MARIA HOZANETE ALVES DE LIMA
Interna - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS TINOCO
Externa à Instituição - WILLIANY MIRANDA DA SILVA - UFCG