O desenvolvimento da autoria em textos dissertativos-argumentativos de alunos do ensino médio

Abstract

This project was carried out as a presupposition for the completion of the curricular component of Course Completion Work II- TCC II along with the Licentiate in Letters-Portuguese and respective Literatures, at the Federal University of Pampa, Bagé campus. In this work, the concepts of language, discourse, author and argumentation will be presented and, together with these concepts, the analysis of dissertation-argumentative texts of high school students will be carried out. The objective is to analyze the functioning of authorship in the Writing of these students and, with that, to understand the way in which the mentioned concepts are developed in practice through the texts containing the dissertation-argumentative typology. The choice of the object of analysis was based on the voluntary work in which the academic participated as an editor for the Safeguard project. Therefore, some selected texts will be analyzed according to the development of authorship in the argument. And from the analyzes as results of the research that the students seek to meet what the National High School Exam (Enem) requires. Therefore, it was observed from the analyzed texts that the prevailing mode in the argumentation is linked to a humanist discursive formation, since the subjects, when concluding their arguments, defend actions in favor of human rights. Another important aspect from the results obtained with regard to the processes of production of meanings relating to paraphrase and polysemy, it can be seen that in the three analyses, students use the process of paraphrase when introducing their writings, and then when presenting the its developments, polysemy presents itself by establishing the effect anew, the different, and thus, producing new meanings. Thus, when observing the presence of polysemy in the texts that were analyzed, the assumption of the three texts that composed the corpus of analysis can be seen.