SEVERO, D. L.; http://lattes.cnpq.br/0876073590508176; SEVERO, Diego Leite.
Resumo:
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.