A intertextualidade na escrita de textos argumentativos: uma pesquisa interventiva numa turma do ensino fundamental

Abstract

Argumentation is a discursive activity that is present in our daily lives and is characterized by the intention of convincing and persuading the interlocutor through the use of different arguments, both in orally and in writing. We can build, based on argument, solutions to our problems, agreeing or disagreeing from our point of view or that of others. Our experience has shown that students are not able to formulate argumentative texts in which they demonstrate their point of view, due to three factors: the first refers to the lack of knowledge on the subject; the second to the lack of knowledge about the argumentative structure itself; the last, the predilection for copying and pasting someone else's texts. The result of this combination is often an argumentative text that has more plagiarism than authorship. Thinking about reversing this situation, our goal is to teach students to incorporate the different voices in their argumentative writing, without the perspective of erasure as a subject and without the need to plagiarize, through an interventionist methodology that allowed students to learn how to position critically, responsibly and constructively. The theoretical foundation of this work was based on two concepts: intertextuality and argumentation. For questions related to argumentation, we initially used Adam (2011); Cabral (2017); Ferreira (2017); Fiorin (2015); Garcia (2010); Koch (2011, 2016); Marquesi (2017), Sacrini (2016), Walton (2012), Weston (2009); for questions related to intertextuality, Bakhtin's and Textual Linguistics postulates were used, namely: Antunes (2010, 2017); Cavalcante (2017, 2018); Fiorin (2015); Koch (2012); Marcuschi (2008). The applied methodology was action research, with which a sequence of activities was developed based on intertextuality and argumentation. The data collected in this work show that intertextuality contributes significantly to the (re) construction of the meaning of an argumentative text, not only as an argument of authority, but also as a constitutive principle. The end result was the possibility of formulating an argumentative text without the need to plagiarize someone else's arguments.