Banca de DEFESA: ALÍCIA AUXILIADORA NUNES ARRUDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALÍCIA AUXILIADORA NUNES ARRUDA
DATE: 16/08/2024
TIME: 09:00
LOCAL: Google Meet
TITLE:

ANALYSIS OF TOPICALIZED LINGUISTIC CONSTRUCTIONS IN THE INTRODUCTION PARAGRAPHS OF THE DISSERTATIVE-ARGUMENTATIVE TEXT: ENEM ESSAYS

KEY WORDS:

Keywords: Enem Writing; Functionalism; Cognition; Functional standards; BNCC; Text teaching; Textbook.

PAGES: 128
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This research seeks to analyze linguistic constructions topicalized in the introduction paragraphs in dissertation-argumentative texts. From this analysis, it is verified how the candidate shares the space of joint attention (EAC) with the reader when writing the National High School Exam (Enem). To do this, we sought to identify which patterns are most recurrent, based on the linguistic constructions present in the first topical period of the introductory paragraphs of the essays analyzed. To resolve the research questions, as well as to fulfill the objectives, we based this research on studies on Text Linguistics and Cognition, based on studies by Tomasello (2003), Koch (2009), Marcuschi (2016), Travaglia ( 2009), Vicente (2014), Cunha (2016), Thompson; Couper-Kuhlen (2005) and Givón (1995). Associated with Functionalist studies based on Defendi (2013), Lima-Hernandes (2010), Martellota (2006), Neves (2002, 2003). Taking the work of these researchers as a theoretical basis and considering the canonical structure of the argumentative dissertation, we began to investigate 55 essays collected. The essays analyzed had a qualitative treatment, 4 most recurrent patterns were identified: citation; verification; declaration and enumeration. In this study, we approach text teaching based on the way it is presented by the National Common Curricular Base (BNCC). We verified how the Textbook (LD) addresses and guides the teaching of textual production in High School (EM), its use as a subsidy for the students' teaching-learning process, in addition, we showed that despite so many technological and educational advances, LDs continue to be seen as an instrument of great importance in the school context. If on the one hand it is an important teaching instrument, on the other hand, we identify that the textbook is not always able to fulfill and contribute effectively to student learning, for this reason it is important that the teacher considers the textbook as an instrument in the classroom, however, not as the only methodological support for teaching.

COMMITTEE MEMBERS:
Presidente - RENATA BARBOSA VICENTE
Externa ao Programa - 1224952 - PALOMA PEREIRA BORBA PEDROSA - UFRPEExterno à Instituição - VALÉRIA VIANA SOUSA - UESB