Principais inadequações encontradas nos textos argumentativos de alunos ingressantes no curso de Letras da UTFPR, Câmpus Pato Branco

Abstract

Considering the fragility in the teaching-learning process of writing argumentative texts, of students who finished high school, observed through research data such as those of INEP, this research had the focus to analyze which are the points with the greatest recurrence of errors that can be found in this type of text. Thus, we sought to investigate students’ opinion articles of the Portuguese and English Language Teaching Course, of the Federal Technological University of Paraná (UTFPR), Campus Pato Branco. The texts analyzed were produced in an extension course titled “Workshop of Reading, writing and rewriting of Opinion Articles”, whose objective was precisely to improve the quality of the students’ argumentative texts and it is in this first version of the texts that this research was focused. Thus, after writing, the articles were collected and corrected by the teachers responsible for the said extension course. In a second moment, was performed a mapping of the inadequacies found in the texts and based on the theoretical references of Linguistics, of the discourse genres, of Bakhtin (2003), Brakling (2000) and Goldstein (2009) of the argumentation, by Garcia (2002) ) and Abreu (2008), of the cohesion and the coherence, of Koch (2010, 2014) and Marcuschi (2008) and of the cultured norm and standard norm of Faraco (2008), among other authors, these inadequacies were classified as in: spelling, grammar, cohesion, coherence, and gender issues. Then, the total value of each category was added, and the result of the study was obtained. On the results, it was verified that the main problems found in the texts analyzed are related to the discursive genre issues. Among those questions, those that have reached the greatest number of inadequacies are those that refer to argumentation and opinion. In addition, it should be noted that errors related to grammar (of the standard norm) also achieved a significant result. Therefore, the problems are discursive, but also formal.