Análise da argumentação em gêneros dissertativo-argumentativos estilo ENEM.

Abstract

Since its creation in 1998, until 2009, the National High School Examination (ENEM) did not acquire the visibility and importance it had from 2010, when it became the only way to join several public universities and federal institutes. When taking on new status in the context of national education, with emphasis on the requirements related to the axis of text production, this exam began to request the production of a argumentative essaylike genre with characteristics of the exam, based on five competences, among They, competence III - to select, relate, organize and interpret information, facts, opinions and arguments in defense of a point of view - object of study of this research work. In this context, this monographic work has the general objective to analyze how 3rd grade students of High School argue in argumentative dissertations along the lines of ENEM; And, as specific objectives, we intend a) to identify the argumentative strategies; B) describe the types of arguments used in the argumentation; And c) verify the strength of the arguments used. The context for obtaining the data is the writing of students from the 3rd grade of the High School of the Federal Institute of Education, Science and Technology of Paraiba (IFPB) Campina GrandezyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA campus. These essays were collected in the month of November 2016, in the context of producing a learning assessment, in the second two months of that year. It involves a corpus of twelve (12) textual productions of the essay-argumentative genre, denominated Rl to R12, with the theme Racism in Brazil: problems and perspectives. The categories of analysis for each essay were: a) we identified the thesis as well as the argumentative strategy used; B) we cut out the part of the development, which normally corresponds to the mediation paragraphs, in the argument and we identify which argument (s) were used in this part of the text, according to The categorization reviewed in topic 2.1.3 of this work; And c) we attribute the strength of the argument (s) used in light of the argumentative scale created by us, according to the model described in topic 2.1.4. The theoretical reference used to analyze the data comes from Aristotle's classical argumentative rhetoric theory and, in addition to him (ARISTOTELES, 2005), some of his greatest disseminators, such as Fiorin (2016) and Garcia (1981). We also use the contributions of the theory of argumentation in the language, proposed by Ducrot, here represented by Cabral (2011). Regarding the conception of textual genre, we retrieved the postulates of the Geneva study group, more specifically Sociodiscursive Interactionism (SDI), with Bronckart (1999), Coutinho (2003) and Miranda (2010). In addition to the notion of competence of Philipe Perrenoud (2000). As results of the research, we verified that the arguments fact and ad consequentiam, used by the concession relationship were the most used by the essays, after all, it is dealing with a social theme of historical nature, therefore, the assiduous presence of the fact, mainly Historical, in the constitution of the argument.