Argumentation and construction of knowledge: rhetorical analysis of the agreements and the adhesions in a history classroom / Argumentação e construção do conhecimento: análise retórica dos acordos e adesões em uma sala de aula de história

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This researchs objective is to investigate the relation between argumentation and knowledge constructions in classrooms, under rhetorical viewpoints. Our hypothesis looks forward to relate the convergence points at the argumentation, in other words, the agreements, adhesions and the sharing of meanings. In the first chapter, we introduce the basic principles of our work took from pragmatic linguistics, in what concerns to the idea of understanding the language as an action; from social historical psychology, which allows us to think about the relation between cognition and language; and from the psychology of speech, which helps us to understand speech specifities in classrooms. In the second chapter, we introduce, at first, the argumentation theories and the studies that relate knowledge construction and argumentation, however focusing on dialectics as a main characteristic. In a second moment, we discuss Perelman and Olbrechts-Tytecas studies (1996), which emphasize the agreements and adhesions, and put them as essential elements to the argumentation development. The empirical analysis was made on a fifth grade classroom. The analysis unit we have developed consists in the relation of the speakers point of view or justification (or arguments proponent) to the audiences point of view (or those who react to the argument). The analysis of the results showed us that in a classroom, students are more enticed to adhere to thesis already accepted than persuaded to adhere to new thesis. We found indication that argumentation in classrooms is used as an instrument of evaluation of adhesion degree to the selected ideas for formal teaching learning. At last, in three cases, we found indication of the relation between agreements and adhesions with the acquisition process of new knowledge generated by an argument against it. In these cases, we notice how agreements and adhesions integrate the oppositions of the arguments against them on the subjects response, relating the dialectic and the rhetorical aspects of argumentation

ASSUNTO(S)

acordos argumentação argumentation retórica psicologia construção do conhecimento rhetorical agreements construction of knowledge

ACESSO AO ARTIGO

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