Proposta didática para o ensino da (não) assunção da responsabilidade enunciativa no gênero de discurso artigo de opinião

Abstract

This work is inserted in the scope of the study of Textual Analysis of Discourse (hereinafter ATD), proposed by the linguist Jean-Michel Adam, who studies the textual co-production of meaning by means of concrete texts, from certain levels or plans of analysis linguistics. The general objective of the research to identify, describe and analyze the phenomenon of (non) assumption of declarative responsibility in articles of opinion produced by students of the 9th grade of elementary school and then present a proposal of work of the phenomenon of (no) assumption of enunciative responsibility, from the discursive genre on schedule. The theoretical basis will be based on the studies of Adam (2011) and Gomes (2014). In methodological terms, a corpus composed of five productions of the opinion article genre will be analyzed, elaborated by students of the 9th grade of elementary school, based on the categories of analysis proposed by Gomes (2014). Our research presents two moments: the first, referring to the analysis of the phenomenon of enunciative responsibility in the discourse genre in question; the second, the elaboration of a proposal of a teaching proposal, considering the basic assumptions of enunciative responsibility in the construction of the argumentative purpose of the producer of the genre article of opinion. In relation to the first moment, one can perceive the PDVs materialized by means of 67 occurrences of linguistic marks of (non) assumption of the declarative responsibility. The data show us that there is a predominance of the student's PDV, although we find PDV from other enunciative instances. We understand that this prevalence of the student's PDV in the productions is justified because it is a genre of discourse that allows the author of the text to express his opinion about a certain theme. Regarding the recurrence of the PDV of other instances in the articles of opinions analyzed, we understand that the student uses the words of others to express their point of view, in the search to validate and / or strengthen their argument. In relation to the second moment, in which a didactic proposal is elaborated from the phenomenon of enunciative responsibility, we seek to make it contribute to the teaching of the Portuguese Language, minimizing the problems detected in the analysis of the corpus of this research, as the difficulty of using the arguments of authority to sustain the PDV of the producer of the text. In view of the argument exposed above, we hope, through this work, to contribute to the studies about the subject in question, as well as offer elements so that the Portuguesespeaking teacher can work more effectively the question of the voices present in the most diverse texts served in our society.