Carta do leitor: análise de elementos da argumentação em textos produzidos por alunos do Ensino Fundamental

Abstract

This paper presents a study about strategies of argumentation construction used by students of a public school of Fundamental Teaching in textual production of the reader’s letter genre. The aim is to present the linguistic resources used by the students in the writing genre as they present their opinion on certain subjects. The theoretical bases for this work comes from, mostly, the studies of Bakthin (1997) and Bronckart (2012), to the study of genres in a socio-interactionist perspective of language. There is also as theoretical apparatus to discuss textual sequence and argumentation, the ideas of Adam (2011), Koch (2011), Reboul (2004), among others. The methodological resource used was the application of a writing production activity of reader’s letter genre. The proposal of text production applied is presented in the textbook used by the group of the research subjects. With the activity resulting texts we proceeded to the qualitative and quantitative analysis of the argumentation constitutive elements. At the end of the research, we verified that the text produced still present, considering the argumentative sequence elements, a somehow fragile argumentation with limitation or few variations in the use of characteristic linguistic elements of such sequence. Before such finding it is important to reflect on the necessary theoretical-methodological review for the teaching or argumentation in the fundamental teaching context.