Banca de DEFESA: ADRIANA HANAYÁ FERREIRA CABRAL

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ADRIANA HANAYÁ FERREIRA CABRAL
DATE: 18/08/2023
TIME: 14:00
LOCAL: A definir
TITLE:

Argumentation in Class Assembly

KEY WORDS:

Class Assembly. Network of activities and discursive genres. Sociocultural literacy. Argumentation as a social practice.

PAGES: 150
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

Understanding class assembly as a literacy event implies understanding how social agents come together to solve a problem in the school community. This is because, seen as a literacy event, the class assembly is configured as a fruitful space for reading, writing, listening and speaking actions developed as social actions that can enable the construction of argumentation as an emancipating social practice. Thus, this thesis has the general objective of investigating how the class assembly boost the development of argumentation as an emancipatory social practice. With this aim, the following specific objectives are postulated: (i) analyze whether, in class assemblies, the network of established discursive activities/genres enables argumentation as a social practice; (ii) identify skills related to the argumentation competence, as well as other specific competences, developed in class meetings; (iii) understand how the learning of argumentative strategies, in class assemblies, enables the production of convincing oral, written and multisemiotic texts. From a theoretical-methodological point of view, this is a qualitative and interpretative research-action with an ethnographic approach and inserted in the Applied Linguistics field. It is based on the dialogic perspective of language; in the conception of genres of the new rhetoric; in the socio-cultural literacy studies and in the argumentation research field based on interaction. The participants of this investigation are high school students from a public school in Rio Grande do Norte and, during the process, also the management team, the teachers and an external agent to the educational institution collaborated. The instruments used for the data generation were: participant observation and field notes; photographs; written and rewritten texts of different discursive genres; videos produced with Animaker and Canva, and questionnaires using the Google Forms tool, in order to support the construction of the characterization of the students and the teachers from the school. Through the data analysis, it is highlighted that reading, writing, listening and speaking practices, developed in class assemblies, through a network of activities and discursive genres, make argumentation viable as a social practice with a social change perspective.

COMMITTEE MEMBERS:
Interna - 2087054 - GLICIA MARILI AZEVEDO DE MEDEIROS TINOCO
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa ao Programa - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS - UFRNExterno à Instituição - DOROTEA FRANK KERSCH - Unisinos
Externa à Instituição - ISABEL CRISTINA MICHELAN DE AZEVEDO - UFS