Atitude e engajamento em textos argumentativos produzidos no contexto escolar: desafios para o professor de leitura e escrita

Abstract

This paper has as an objective to analyze how middle school students evaluate polemical themes in argumentative texts, specifically in the opinion article genre. The corpus of this paper is constituted of fifteen opinion articles produced by students of the ninth grade of a public school of the state network of education of Rio Grande do Sul. The texts were analyzed in light of Systemic-Functional Linguistic (HALLIDAY; MATHIESSEN, 2004) and of Theory of Appraisal (MARTIN; WHITE, 2005). The procedures of analysis comprehend three steps: identification of lexicogrammatical and semantic resources; mapping of recurrent resources according to the Engagement Subsystem; classification of resources according to the way the student positions himself in relation to polemical topics. The results point to the predominance of language resources of the dialogical contraction by proclaim which reveals, to a certain extent, unfamiliarity of the producers about the potential of language choices for the defense of their thesis. Besides this, it can reveal a characteristic of the phase of writing of students of this school term.