Constituição semântico-argumentativa do texto pergunta-resposta: uma análise didático-pedagógica com vistas à formação de professores

Abstract

The hereby study has as its starting as well as its arrival point the need to qualify teachers? language skills as mother tongue users. The research path was grounded on the Theory of Argumentation in Language (TAL), proposed and developed by Oswald Ducrot in partnership with Marion Carel, and on the Theoretical Methodological Model for the Semantic-Argumentative Description of the Discourse (MDSAD), by Tânia Maris de Azevedo. Based on the analysis of four didactic discourses, I show the argumentative chain that constitutes the meaning of each one, in order to categorize the most recurrent question-answer texts, as I call them. My thesis is that discourses which have didactic purposes and are semantically well delivered tend to qualify the learning processes in formal learning environments. Therefore, it is necessary that teachers who work with different curricular components and levels of education improve their linguistic-discursive skills, especially the ones related to the delivering of question-answer discourses with didactic purposes; such an improvement can be made by continuous practice both during undergraduate courses and continuing education in the exercise of the profession. As the delimitation of the research, I focus this study on the final Elementary School grades and on the Science, Geography and History curricular components, which deal with the formation of scientific concepts. The methodological stages allow the objectives to be achieved and the hypotheses tested. To outline possibilities for didactic transposition and teacher education, I relate the potential of the TAL and the MDSAD constructs to the skills for using a language [resumo fornecido pelo autor].