Charge: subsídio para argumentação e utilização da coesão na produção textual no ensino superior

Abstract

This dissertation presents a study about the use of multimodal and / or imagery cartoon text with the purpose of investigating the textual production skills of Higher Education students, from the retextualization of the GT charge to the making of the argumentative text. From the studies of Bentes, (2012); Marcuschi, (2008) and Adam (2011), has as a theoretical basis the Textual Linguistics (LT) that performs the linguistic, discursive and cognitive operations regulating and controlling the production, construction and processing of written or oral texts in a natural reality of production. In order to carry out the research, we opted for the courses Technologist in Logistics and Technologist in Marketing and an analysis was made based on the sampling of 40 textual productions produced by the enunciators in said courses. The themes chosen were: Parental Alienation and Social Networks, both themes do not meet the expectations of the courses in question, but the choice was made because they are current and relevant to the social context. The specific objectives sought in this work are: 1. Define in the retextualization how the use of the reference elements occurs, in addition to the connections between the statements. 2. Verify that the use of multimodal and imagery: charge text in a classroom helps the student to produce argumentative texts. 3. To analyze the argumentative productions of the students of Higher Education, observing the questions related to the cohesion, the reference, and the use of the multimodal text and imaginary charge as base text. For this research to be successful in relation to the objectives, as well as the research questions, the intrinsic Case Study (EC) was used in addition to the bibliographic research. The results presented are: a) there is a need for the Higher Education student to write more, even if the university fulfills its role, emphasizing academic writing; B) work with writing in Higher Education should highlight the work with multimodal and / or imagery texts; C) the textual genre charge helped the enunciating informants to produce the argumentative text; D) enunciators use the cohesive mechanisms, even if sometimes they can not identify them. Thus, since it is known that the labor market today requires a professional who knows not only to read but also to write, it is understood to be essential textual production in the academic and professional environment.