PRODUCTION CONTEXT AND ARGUMENTATION VERSUS FORM AND STRUCTURE: WHAT TEXT PRODUCTION PROPOSALS FOR HIGH SCHOOL CAPIXABA TELL US
Nombre: AMANDA RODRIGUES SIMÕES NASCIMENTO
Fecha de publicación: 30/04/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| DULCINEA CAMPOS SILVA | Examinador Interno |
| LETÍCIA QUEIROZ DE CARVALHO | Examinador Externo |
| REGINA GODINHO DE ALCANTARA | Presidente |
Resumen: This research aims to critically analyze written text production proposals designed for and implemented in the high school curriculum of the Espírito Santo State Public Education System. It seeks to determine whether these proposals support — or hinder
— the development of students' argumentative skills and critical thinking, contributing to their formation as active participants in various social and communicative spheres. The specific objectives are: (a) to analyze the underlying conceptions of language, text, textual production, and argumentation within the official national and state curricular guidelines for the teaching of Portuguese Language in high school; (b) to critically examine the conceptions of language, text, writing, and argumentation that inform the textual production proposals developed by high school Portuguese Language teachers in the Espírito Santo state network; and (c) to foster a critical understanding of the theoretical and methodological knowledge related to textual production, as revealed by educators, aiming to reshape such knowledge in favor of developing students’ argumentation and critical thinking. The theoretical framework is grounded in the works of Bakhtin and his Circle (Bakhtin, 2011, 2013, 2016; Volóchinov, 2018), particularly in the concepts of dialogism, utterance, and speech genres, alongside the contributions of Geraldi (2006, 2013) and Antunes (2003) in the field of text production, and of Plantin (2008, 2011), Piris (2021), Azevedo and Tinoco (2019), and Azevedo (2023) in the areas of argumentation and discourse. Methodologically, this is an exploratory, qualitative study employing three main procedures: document analysis, questionnaire application, and the validation of an Educational Product — a pedagogical material in e-book format aimed at high school Portuguese Language teachers. The results indicate that discursive and argumentative writing practices are still underdeveloped in classrooms; teaching proposals tend to follow standardized models focused on the ENEM exam, emphasizing text structure and form; and official curricular documents, geared toward large-scale assessments, often hinder the implementation of language practices based on interaction.
