Análise dos operadores argumentativos no livro didático do 9º ano do ensino fundamental.

Abstract

The objective of this work is to analyze how argumentative operators are used to work with textual production in a textbook of the 9th year of Elementary School. For that, we elaborate a theoretical construction, first discussing about the textbook, then the concepts of argumentative operators based on Koch (2012) are presented. Next, we verified if there was the work with argumentative operators in textual productions from the textbook for 9th grade of Elementary School; later, we described the treatment given to textual articulators in textual productions of the same material. Textual Linguistics provided theoretical basis for this study. Some works of this area were used fundamentally, namely Marcuschi (1981) and Fávero & Koch (1983), which were the first researches published in Brazil on this theory. Beside Textual Linguistics, we also based our research on Argumentative Semantics, refering to scholars such as Oswald Ducrot (1983). In addition, the Parâmetros Curriculares Nacionais (CPN) [National Curriculum Parameters] and the Base Nacional Comum Curricular (BNCC) [National Curricular Common Base] were also consulted, as we focus on textual cohesion and the objectives of Portuguese language teaching in Elementary School, considering also other authors who have helped us with theoretical matters. This is a quantitative-qualitative documentary research. The universe of this research was four textbooks of Português Linguagens collection, by William Cereja and Thereza Cochar. Among this universe, we selected as corpus for the analysis the book of the 9th grade, as said before. The analysis result pointed out that 22% of the activities of the textbook work with argumentative operators in textual productions in a totally productive way, which corresponds to 03 activities, 14% are classified as partially productive, which corresponds to 02 activities, and 64% as little productive, which corresponds to 09 activities, since the argumentative operators are approached in less than 50% of the questions in the activities analyzed. From this result, we consider that there is a low percentage for an effective work of textual argumentation.