FERREIRA, J. A. S.; http://lattes.cnpq.br/1355128081383769; FERREIRA, José Aldo Santos.
Abstract:
Argumentation is a resource that we use both in speaking and writing. Through it, we seek to
make other people agree with our opinion and, in specific texts, such as the ENEM essay, we
collaborate to defend a thesis in relation to a topic. In this context, in the present work, the
general objective is to analyze the role of explanatory conjunctions in the process of constructing
argumentation in dissertation-argumentative texts and, as specific objectives, to identify, in
essays, the occurrence of explanatory conjunctions; as well as understand the relationships of
meaning between them and the sentence to which they belong, in addition to investigate the
appropriateness of using these conjunctions and the producer's intentional possibilities when
using them to defend the thesis. To achieve the proposed objectives, initially the theoretical
framework on the topic was constructed, based mainly on studies by Azeredo (2010), Bechara
(2003), Câmara Júnior (2011), Koch (1993, 2003; 2014), Lima (2012), Marcuschi (2010),
between others. Subsequently, the corpus of work was selected, the essays are part of a database
available by INEP and made available to other media, and those that will be analyzed are
available on the G1 - Education website. Thus, in this work, with studies on the construction of
argumentation and the use and meaning of explanatory conjunctions, we aimed to collaborate
with future studies, so that both teachers and students can discuss possibilities for constructing
argumentative texts with the help of conjunctions, from a perspective of working with the
teaching of contextualized grammar.
