A construção de argumentos em diários de leituras produzidos por alunos do 6º ano do ensino fundamental

Abstract

The practices developed at schools, from a literacy perspective aim at a teaching- learning process that establishes interfaces with cultural issues and varied socio- communicative situations, taking the knowledge brought by students (prior knowledge) systematized by school. In this perspective, this research aims to analyze the construction of arguments in the “Reading Diaries” written by students from two classes of the 6th grade of Elementary School, from a State Public System of Maceió – Alagoas. To develop the investigation, we chose the qualitative research in the action- research modality, seeking to observe , in a longitudinal way, during an academic semester, the advances in the students’ reflections, from discussions in the classroom on the social themes adressed in the read texts. We analyzed 21 texts according to defined categories based on some singularities. In addition, we present five writing process, composed of four texts per student, in order to observe the presence of brands/indexes of argument through the use of modifiers and discursive operators. We take as a theoretical contribution to the development of the study, the reflections on: language and language (BAKHTIN, 2014); reading and text (KOCH E ELIAS, 2015; ANTUNES,2009); the concept of dircursive textual genres and their approach at school (BAKHTIN, 2014; MARCUSCHI 2008; DOLZ E SCHNEUWLY 2004; PCNs,2001; e BNCC, 2017); the importance of the daily genre of readings (MACHADO,1998); practical readings of textual production at school (GERALDI, 1997;FERRAREZZI E CARVALHO, 2015; KOCH E ELIAS, 2015; DOLZ, GAGNON E DEC NDIO, 2010) and argumentation (ASCOMBRE E DUCROT,1988). The results of this research point out that the work with the reading of different genres and the systematic discussion in the classroom contributed to the expansion of the students’ critical sense at each stage of the textual production proposals. In addition, the linguistic marks present in the texts showed the argumentative strength of the words and the orientation of the utterances.