A argumentação no gênero projeto político pedagógico: o uso dos modalizadores discursivos

Abstract

The pedagogical political project (PPP) genre is an essential document for school institutions since it assists in the organization of operational and pedagogical activities. The PPP production process requires the entire school community to be involved because through dialogue it is possible to plan strategies that contribute to the development of quality education. Going into the studies on genre PPP, it is questioned how argumentativeness is constructed in this document, and what are the positions adopted by the speaker in the content said. In this sense, this Undergraduate Thesis aimed to investigate the semantic-discursive and enunciative functioning of the phenomenon of discursive modalization, present in the genre political project. As a basic theoretical framework that guided this investigation, the work was based on studies on the Theory of Argumentation in Language proposed by Ducrot (1987, 1988), in studies on the Modalization of Nascimento e Silva (2012), and in Theory of Discursive Genres by Bakhtin (2002). Our corpus consisted of 05 (five) pedagogical political projects, which were collected in public schools in the cities of Rio Tinto, Mamanguape, Cuité de Mamanguape, and Sapé, located on the North Coast of the State of Paraíba. This research is descriptive, and of an interpretative character, since we investigate and analyze the occurrence of modalizers that print argumentativeness, as it directs the interlocutor to certain conclusions. Through the results obtained, we could see that the speaker used several argumentative strategies of the analyzed genre, especially the discursive modalization, evidencing his position regarding the content of the PPP statement. Among the types of modalizers, we highlight the evaluative and mandatory deontica modalities, which were the most recurrent in our corpus. The effects of meanings generated by this phenomenon were diverse, but some stood out, for example axiological judgment, obligation, and instruction. Thus, we could conclude that through the modalization phenomena, the speaker presents his position, guiding the interlocutor to understand certain conclusions and reject others that are not in the speaker's interest, thus making the PPP genre full of argumentation.