ANÁLISE DOS OPERADORES ARGUMENTATIVOS NO LIVRO DIDÁTICO DO 3o ANO DO ENSINO MÉDIO

Abstract

Argumentation is part of the human and is present in the way we interact through orality and writing. In this sense, taking into account the importance of the school, in the role of agent providing linguistic and social skills, this work aims at the importance of the Argumentative Operators for textual production, analyzing if and how these linguistic resources are explored in the Language Portuguese, destined for the 3rd of High School and used in the Paraíba state school system. The selected corpus is part of the collection: Contemporary Portuguese - Dialogue, Reflection and Use (CEREJA; VIANNA; DAMIEN, 2016), approved by the National Textbook Program (PNLD, 2016), and is in force this year. We justify the choice of as the corpus to be analyzed, as it is a material widely used in schools, allowing us to analyze its importance for the teaching of Portuguese, but specifically for the training of high school students. The corpus of analysis of this research consists of three activities related to the axis of text production, which allows us to obtain a scenario of how the argumentative operators are explored in Portuguese-speaking activities. To this end, this work supports the analysis based on the theoretical contribution of Abreu (2000), Brazil (1999), Koch (2010, 2011, 2017), Elias (2017), Barbisan (2013), Terciotti (2016) and Marcuschi (2015). In summary, this research sought to observe how operators are approached in activities, more precisely in the 3rd high school, through the selected corpus, it is possible to verify that even being present in some activities, it does not cover the needs, which would be pertinent, for the training of high school students. In this aspect, the research demonstrates its importance for the knowledge of the educational practices established from the use of, mainly with regard to the development of the skills of textual argumentation.