Práticas de letramento acadêmico e argumentação: uma análise de produções escritas de alunos do curso de letras espanhol – EAD.

Abstract

This research, focusing on academic literacy practices, aims to analyze the argumentative writing of students in the 1st period of the Spanish Language undergraduate distance education course at the Federal University of Alagoas. This study on screen was based on the written production of the textual genre critical review in classes of the subject Reading and Text Production in Portuguese language. The theoretical framework of this study is grounded on the social perspective of literacy, more precisely on the assumptions of the sociocultural perspective of Literacy studies (Kleiman, 1995; Street, 2014) and critical literacy (Monte Mor, 2013; Janks, 2014; Moreira Júnior, 2016), as well as in rhetorical and argumentative studies (Reboul, 1998; Perelman; Olbrechts-Tyteca, 2005, Meniconi, 2017). Regarding the methodological approach, qualitative research was chosen, which, in turn, directed both the data generation process and the analysis of the reviews produced by Spanish-speaking students. As investigative results, we understand that this study brought to the discussion significant reflections on the argumentative process in written productions of the review genre, also pointing out adversities in the construction of rhetorical strategies and difficulties in the use of cohesive elements in rhetorical movements in the textual productions analyzed.