SILVA, Jady Mirtis de Abreu Gomes.
Resumo:
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.