O papel dos modificadores em textos argumentativos de alunos do ensino médio

Abstract

This study aimed in general, to analyze the use of modifiers, especially, adjectives and adverbs, as polyphonic argumentative force within seven texts of High School level students, from a public school in Cajueiro city in Alagoas. This research had its theoretic supports on Argumentative Semantics by Ducrot and followers, known as LAT (Language Argumentation Theory). And in specific: confirm argumentation as linguistic fact; verify the argumentative force of adjectives and adverbs in the use of language; observe the unpredictability and incompleteness of textuality. It was taken into consideration the presupposition that there is effect of argumentation in all the text in which there is argumentative enchaining, or an argumentative relation convoking the text to be interpreted. In this perspective, we took into account the hypothesis that argumentation is a counterpart to drift, but susceptible to unpredictability to which language is submitted, and that it can avoid possible text tearing. It is what we could capture from the use of these words in the texts that were analyzed in the present study. It was noticed that even adding no meaning to the lexical word to which they are applied, adjectives and adverbs can polyphonically alter the argumentative force of this lexicon: enhancing in the case of the realizing modifier (RM); alleviating or inverting in the case of the derrealizing modifiers (DM) or reinforcing the applicability of a predicate or still inserted in a subjective commenting of the speaker, in the case of the overrealizing modifiers (OM). In this way, they give support, point out and give direction the readers about the intentions of the speaker, and so they are very important aspects that if well worked out by Portuguese Language teachers they can give support to the teaching-learning of argumentation.