O discurso argumentativo em cartas de reclamação produzidas por alunos do 4º ano do ensino fundamenta

Abstract

According to the Theory of Argumentation in Language (TAL), the argument is marked in the linguistic choices, which the argumentative thread in the discourse is not only connected to the information that they convey, but the linguistic structure of utterances. The senses of statements indicate the direction of dialogue, directing callers to a kind of conclusion. From the point of view of the argument in the language, in which the thread argumentative is connected to the linguistic structure of utterances, the present study was scoped to investigate the development of argumentative discourse in writing genre letter of complaint from students of the 4th grade of elementary school of a public school in Fortaleza. According to scientific typology, which classifies the various types of research, this study was characterized as a kind of explanatory research, however, with a basic interpretative and descriptive character, the research adopted an experimental design, which is justified by the fact working with a didactic sequence and the participation of an experimental group. For data analysis, we used the Theory of Argumentation in Language (TAL), the dialogical conception of language of Bakhtin as well as based on Koch (1992, 1997, 2003, 2006), we identify and analyze enunciators present in letters produced. The analysis is quantitative and qualitative procedures. With regard to gender letter of complaint, we follow the assumptions and Schneuwly & Dolz (2004), Barton & Hall (2000) and Bazerman (2005). Initially, we identified the constituents of the structure of gender letter of complaint. Then we analyze the discursive and argumentative aspects of the letters, when we checked into the development of the theme and the construction of meaning in complaint letters produced. Finally, we examined the emerging sociocultural aspects in the corpus. We conclude that the argument, as a constitutive feature of utterances, is present in the productions of the students and therefore it is legitimate in writing for children. We emphasize, however, that although the reasoning is inherent in the language, as postulated Ducrot (1980), it is necessary a systematic teaching of this, to the children's argumentative texts be effective.