Navegando por Autor "Lira, Valdilene da Silva"

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    Movimentos retórico-argumentativos no gênero redação do ENEM de estudantes de um curso médio integrado ao técnico do Instituto Federal de Alagoas (IFAL).
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-30) Lira, Valdilene da Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Santos, Elaine Cristina Rapôso dos; http://lattes.cnpq.br/0758592442310125; Macêdo, Joana D’Arc Ferreira de
    This study is intended to explain the linguistic conceptions, in a rhetorical-argumentative perspective, which fulfill the requirements of textuality in a genre required in the last stage of High School, including in the Professional and Technological Education modality. The work on screen relies on concepts from Textual Linguistics, which contribute to the development of Portuguese Language teaching, through the analysis of authentic texts, produced by students, in this teaching stage. Furthermore, it adheres to a sociointeractionist perspective of language(gem). The elaborated genres are analyzed in the light of the prototypicality of the textual-discursive genre Composition of Exame Nacional do Ensino Médio (Enem), based on a classroom practice, produced by students enrolled in a secondary level course integrated with technical from the Federal Institute of Alagoas (Ifal). With a view to relating the textual parameters and competences of the genre, set out in the official dictates of the Ministry of Education (MEC), with the aim of promoting the process of textual rewriting, considering the notes made by the collaborating professor in the investigative process, as well as from the notes made by the researcher, in the sense of comparing the looks of both for delivery to the students in order to promote their rewritings. Through a documental qualitative research, based on an action-investigation, which had as its main objective to analyze the rhetorical-argumentative movements in the writing genre of the Enem, elaborated by the students inserted in the mentioned context. The results indicate that, based on a rewriting process, mediated by the teacher's and researcher's notes, there is a tendency, in large measure, to improve the writing process. Such an assertion is due to the rhetorical-argumentative movements analyzed from the categories linked, in particular, to the textuality of written genres.