Argumentation in Discourses on Higher Education and Acting in the Area of Language: Analysis of Reports of Supervised Training

Authors

  • Gilton Sampaio de Souza Universidade do Estado do Rio Grande do Norte, Pau dos Ferros, RN
  • Maria Leidiana Alves Universidade do Estado do Rio Grande do Norte, Pau dos Ferros, RN

DOI:

https://doi.org/10.11606/issn.2236-4242.v29i2p271-293

Keywords:

New Rhetoric, Discourse and Argumentation, Thesis, Internship Reports, Higher Education in Language.

Abstract

Sharing the assumption that argumentation is constitutive of the language, we aim to analyze here theses defended by authors/orators generated from supervised internship reports in discourses about education and performance in the Letters’ area of a public HEI, considering the theses as central to the argumentative process and articulating them to the employed argumentative techniques and to the auditory intended for the orators. The theoretical assumptions come from the New Rhetoric (PERELMAN and OLBRESCHTS-TYTECA,2005) and from the contribution of area scholars. In the argumentative processes of the five reports, we noticed the existence of different theses anchored in arguments of authority, overcoming, direction, model/antimodel and of the person and his acts, from different points of view: (i)there is no association between the intern’s developed practice and the basic education teacher’s developed practice; (ii) it is necessary to link theory and practice in Portuguese teaching; and(iii) the internship grounds the development of an innovative methodology for teaching. The findings point distances between the theses on the Portuguese language education offered in higher education and in basic education, revealing sometimes antagonistic arguments about education and performance in these two levels of teaching.

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Published

2016-12-12

Issue

Vol. 29 No. 2 (2016): Argumentation in the Studies of Text and Discourse

Section

Articles

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How to Cite

SOUZA, Gilton Sampaio de; ALVES, Maria Leidiana. Argumentation in Discourses on Higher Education and Acting in the Area of Language: Analysis of Reports of Supervised Training. Linha D’Água, São Paulo, v. 29, n. 2, p. 271–293, 2016. DOI: 10.11606/issn.2236-4242.v29i2p271-293. Disponível em: https://journals.usp.br/linhadagua/article/view/120010.. Acesso em: 22 jul. 2024.