Uma análise semântico-discursiva das conjunções explicativas no texto dissertativo-argumentativo.

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.