A progressão temática em textos argumentativos de alunos do ensino fundamental

Abstract

This study aims to introduce intervention strategies in order to develop students' abilities to learn how to order and organize ideas in the written argumentative text with coherence and cohesion so that the text progresses thematically. Because of the need of social demand for competent readers and writers as well as to contribute to the introduction of students in the writing world, we investigated the thematic progression regarding the reasons why students fail to elaborate meaningful arguments in the genre opinion article. Based on the theoretical framework of Textual Linguistics (KOCH;TRAVAGLIA, 1995; KOCH;ELIAS, 2012; KOCH, 2013), of the theory of argumentation (PERELMAN;TYTECA, 2005) and semiolinguistics of Discourse Analysis (CHARAUDEAU, 2009) in this qualitative action research, at first, we use the textual record of students from the 6th. grade of a public elementary school in Montes Claros , MG, collected in the second semester of 2013 to compose the corpus I. Later, in the second semester of 2014, there was another collection for the corpus II in which after the completion of the intervention proposal, we intended to detect changes and aimed progress. In this bias, the texts produced in these two moments of collection were confronted; therefore, we worked with two corpora. In light of the analyzed corpora after the intervention activities, the results prove the hypothesis outlined that the teaching of interventional strategies leads to proper use of coherence mechanisms and discourse markers, causing students to produce more coherent argumentative texts complying with the thematic progression in a more discursive perspective of language use. As a more general conclusion, we evidenced the need for the argumentation study all through the year of schooling and the practice of reading as the foundation of the act of arguing as well.