Albaneide de Souza Campos - Academia.edu (original) (raw)
Uploads
Papers by Albaneide de Souza Campos
Anais do(a) I Seminário de Educação da Regional Metropolitana Sul: Desafios do Ensino em Escolas Públicas (I SEMETRO), 2016
Signum: Estudos da Linguagem, 2021
Neste artigo, de caráter exploratório e descritivo, buscou-se levantar reflexões sobre o trabalho... more Neste artigo, de caráter exploratório e descritivo, buscou-se levantar reflexões sobre o trabalho com o texto argumentativo em aulas de língua portuguesa no ensino médio. Do ponto de vista teórico, a argumentação é entendida aqui como uma ação de linguagem essencialmente dialógica, que tem por objetivo persuadir os interlocutores acerca de ideias expostas e defendidas (Gregolin,1993; BRETON, 2003; Perelman; Olbrechts-Tyteca, 2005). Para a realização do trabalho, partiu-se do levantamento de alguns estudos empíricos (CONCEIÇÃO, 2002; CRUZ, 2008; RIOLFI; IGREJA, 2010; AUTORA 2, 2012) cujos objetos de pesquisa se relacionam diretamente com a produção de textos escritos no contexto escolar.Procurou-se, com isso, questionar/ problematizar procedimentos didáticos utilizados por professores no ensino da argumentação. Em seguida, por meio da análise de dois textos dissertativo-argumentativos produzidos por estudantes de uma escola pública da rede estadual de Pernambuco, são sugeridos encami...
Received on: 05/14/2020 Accepted on: 07/14/2020 Abstract: In this exploratory article, we sought ... more Received on: 05/14/2020 Accepted on: 07/14/2020 Abstract: In this exploratory article, we sought to raise reflections on working with the argumentative text in Portuguese language classes in high school. From a theoretical point of view, the argument is understood here as an essentially dialogical language action, which aims to persuade the interlocutors about ideas exposed and defended (GREGOLIN,1993; BRETON, 2003; PERELMAN; OLBRECHTS-TYTECA, 2005). To carry out the work, we started by surveying some empirical studies (CONCEIÇÃO, 2002; CRUZ, 2008; RIOLFI; IGREJA, 2010; CAMPOS, 2012) whose research objects are directly related to the production of texts written in the school context. This sought to question/problematize didactic procedures used by teachers in the teaching of argumentation. Then, through the analysis of two essayargumentative texts produced by students from a public school in the state of Pernambuco, pedagogical guidelines are suggested that can favor the understandi...
This study aimed to examine teaching practices of producing argumentative texts written and deter... more This study aimed to examine teaching practices of producing argumentative texts written and determine possible relationships between these practices and the argumentative strategies deployed by the students. Accordingly, we sought to identify the conceptions of language, text and arguments underpinning the practice of Portuguese teachers; analyze teaching situations in which the productions were proposed text and analyze students' productions, checking the argumentative strategies deployed by them. We develop a field study with two teachers who worked in two different schools in the public schools of the city of Camaragibe (PE) classes in 3rd year high school regular. Similarly, we analyze the texts produced by the students of these classes. Our instruments for data collection were semi-structured interview, participant observation and document analysis. In our theoretical framework, we rely on the concept of language as a socio-historical practice (BAKHTIN, 2010); text as lingu...
Anais do(a) I Seminário de Educação da Regional Metropolitana Sul: Desafios do Ensino em Escolas Públicas (I SEMETRO), 2016
Signum: Estudos da Linguagem, 2021
Neste artigo, de caráter exploratório e descritivo, buscou-se levantar reflexões sobre o trabalho... more Neste artigo, de caráter exploratório e descritivo, buscou-se levantar reflexões sobre o trabalho com o texto argumentativo em aulas de língua portuguesa no ensino médio. Do ponto de vista teórico, a argumentação é entendida aqui como uma ação de linguagem essencialmente dialógica, que tem por objetivo persuadir os interlocutores acerca de ideias expostas e defendidas (Gregolin,1993; BRETON, 2003; Perelman; Olbrechts-Tyteca, 2005). Para a realização do trabalho, partiu-se do levantamento de alguns estudos empíricos (CONCEIÇÃO, 2002; CRUZ, 2008; RIOLFI; IGREJA, 2010; AUTORA 2, 2012) cujos objetos de pesquisa se relacionam diretamente com a produção de textos escritos no contexto escolar.Procurou-se, com isso, questionar/ problematizar procedimentos didáticos utilizados por professores no ensino da argumentação. Em seguida, por meio da análise de dois textos dissertativo-argumentativos produzidos por estudantes de uma escola pública da rede estadual de Pernambuco, são sugeridos encami...
Received on: 05/14/2020 Accepted on: 07/14/2020 Abstract: In this exploratory article, we sought ... more Received on: 05/14/2020 Accepted on: 07/14/2020 Abstract: In this exploratory article, we sought to raise reflections on working with the argumentative text in Portuguese language classes in high school. From a theoretical point of view, the argument is understood here as an essentially dialogical language action, which aims to persuade the interlocutors about ideas exposed and defended (GREGOLIN,1993; BRETON, 2003; PERELMAN; OLBRECHTS-TYTECA, 2005). To carry out the work, we started by surveying some empirical studies (CONCEIÇÃO, 2002; CRUZ, 2008; RIOLFI; IGREJA, 2010; CAMPOS, 2012) whose research objects are directly related to the production of texts written in the school context. This sought to question/problematize didactic procedures used by teachers in the teaching of argumentation. Then, through the analysis of two essayargumentative texts produced by students from a public school in the state of Pernambuco, pedagogical guidelines are suggested that can favor the understandi...
This study aimed to examine teaching practices of producing argumentative texts written and deter... more This study aimed to examine teaching practices of producing argumentative texts written and determine possible relationships between these practices and the argumentative strategies deployed by the students. Accordingly, we sought to identify the conceptions of language, text and arguments underpinning the practice of Portuguese teachers; analyze teaching situations in which the productions were proposed text and analyze students' productions, checking the argumentative strategies deployed by them. We develop a field study with two teachers who worked in two different schools in the public schools of the city of Camaragibe (PE) classes in 3rd year high school regular. Similarly, we analyze the texts produced by the students of these classes. Our instruments for data collection were semi-structured interview, participant observation and document analysis. In our theoretical framework, we rely on the concept of language as a socio-historical practice (BAKHTIN, 2010); text as lingu...