ProduÃÃo de textos na escola : a argumentaÃÃo em textos escritos por crianÃas / Text production in school: the argumentation in written texts by children

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

The aim of this research is to analyse some argumentation strategies adopted by children, in texts written and the effects of the school production context on these strategies. The methodological procedures were the setting of a text production task, in twelve classes from 2nd to 4th grade of elementary school, of three public sectors and one private sector school, and the observation of three lessons in each class that took part in the research. The analyses were carried out in four phases: (1) exploration of the lessonâs report; (2) analysis of the 205 childrenâs texts; (3) exploration of the activity setting report; (4) detailed analysis of three classes and of the texts produced in these classes. The pupils produced 156 âopinion textsâ, that made us find out that the children did not find it difficult either to present their point of view or to justify them, showing even a variety of strategies in conducting the readers and the usage of linguistic resources, mainly of models. The justifications of justifications appeared to meet different aims: to ensure the acceptability of the justification or show up its relevance. The counter-arguments appeared in every set, both through the justification of the restriction and through the inference processes. The results showed that some features influenced the pupils: pedagogical intervention and immediate context. All these discussions were carried out taking for granted that would there be a recognition of the teacher as a privileged interlocutor, since they knew that they were writing in the school to âlearn how to writeâ, though they could, in parallel, deal with other aims (real or imaginary). This unfolding of the aim seemed sometimes to make the task more difficult, mainly relating the difficulties concerning the shared knowledge calculation that could be hidden in the texts. It was found out, thus, that the written strategies were oriented by the childrenâs representation of the school text elaboration practices and that some difficulties pointed out in previous researches seemed to be originated from inadequate didactical processes, that did not lead to a diversified written practices, or from the childrenâs difficulties to deal with the unfolding of the text aims in the school context. We conceive, moreover, that the divergences among different researchers on the theme can come from the different conceptions on text and argumentation.

ASSUNTO(S)

text production psicologia cognitiva argumentation prÃtica pedagÃgica â escolas â ensino fundamental produÃÃo de textos â argumentaÃÃo - ensino fundamental argumentaÃÃo â textos escritos - escolas school

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