Dialogues with Marcuschi: sociocognition, argumentation and teaching

Abstract

Studies that interweave cognitive science to the questions about human interactions via languages in Brazil have, in Marcuschi, one of its main exponents, because the author has dedicated himself to the semantic, pragmatic, referential and inferential, constitutive and constituent elements of orality and writing and their productions of meaning from a sociocognitive perspective, which was underexplored at the time when the author began to develop its works in the 70's. We established dialogues with these Marcuschi studies, relating them to the teaching of argumentation, in order to understand specific processes of learning in the area of Portuguese Language. We examined the responses of an argumentative teaching activity performed by twenty-one undergraduate students with attention focused on the cognitive and linguistic mechanisms activated for comprehension. After the analysis, we can affirm that the teaching-learning of the argumentation must consider the stages of the processes and the cognitive activities of the students, since it is by its cognitive activation that students can understand argumentative discursive genres, as well as reach certain mental states, but not finished, as is the opinion.