Processos intertextuais na construção da argumentação em redações do Enem de alunos do ensino fundamental anos finais

Abstract

The present work focus on written argumentative texts. It has as a goal to improve the discursive competence in 9th grade students through the mobilization of intertextual strategies that enable them to argue in a more creative and efficient way, endorsed in linguistic means, specially the intertextual ones. As a result for this goal, it is proposed a sequence of activities that enable these students to argue resorting to intertextual strategies. For this purpose, it is taken as focus the writing production of the National Hihg School Exam (ENEM). This work has as theoretical reference Koch (2012, 2016, 2017, 2018), Cavalcante (2010, 2016, 2017, 2018 e 2019) and Carvalho (2018), to approach reading comprehension and the definitions and characteristics in the processes related to intertextuality; the studies of Bakhtin (1997, 2013) and of de Marcuschi (2008), to approach textual genres; Amossy (2018) and Fiorin (2018a, 2018b), to approach argumentation; Adam (2011, 2019) to approach the concept of argumentative textual sequency and the text plan; Perelman e Olbrechts Tyteca (2014) to approach the argumentative techniques; Oliveira (2016) to present the description of the production of the National High School Exam and its constitutive elements; and also Koch and Elias (2012, 2016) to approach the didatic treatment given to the issues about the Textual Linguistics, related to the reading and writing skills, mainly the argumentavive texts. With the purpose of improving the use of argumentative resources and intertextual strategies, it was produced a workbook with activities improving reading and writing argumentative texts, specifically the production of the National High School Exam. Even if there are difficulties caused by the corona virus pandemic, we believe that this research will contribute to soften the dificulties related to building an argumentative text, besides, it will provide knowledge about the use of intertextuality as a suport for argumentation. The expected result is the enhancement of language abilities in concret interaction situations, which requires comprehention and production of statements.