Written argumentation practices in two Argentinian undergraduate courses: multidimensionality and epistemic potentials

Palavras-chave: Academic Writing, Written Argumentation Practices, Linguistics

Resumo

Este artigo argumenta que as potencialidades epistêmicas da escrita e da argumentação derivam, em grande medida, do entrelaçamento de quatro dimensões. Três destas são constitutivas (dimensões lógica, retórica e dialética) e uma é integrativa (dimensão epistêmica). Caracterizamos como estas quatro diferentes dimensões funcionam em textos produzidos por estudantes universitários do primeiro ano em duas disciplinas (Letras e Biologia) e como estes estudantes refletem sobre os seus processos de escrita e argumentação. Os resultados pertencem a uma investigação qualitativa concebida como um estudo de caso múltiplo e centrada em práticas de ensino que entrelaçam conteúdo disciplinar, escrita e argumentação em salas de aula universitárias argentinas. Estes resultados aprofundam a investigação sobre o papel da argumentação na escrita acadêmica. Assim, analisamos textos produzidos por estudantes e entrevistas com eles, a fim de caracterizar as dimensões qu e utilizam quando escrevem e discutem para aprender nas suas disciplinas.

Biografia do Autor

María Elena Molina, Universidad Nacional del Sur

 PhD in Humanities (Universidad Nacional de Tucumán). Assistant Professor of General Didactics at Universidad Nacional del Sur (Bahía Blanca, Argentina). Ex-postdoctoral and doctoral Fellow at CONICET (National Scientific and Technical Research Council, Argentina). GICEOLEM member (Group for Educational Quality and Inclusiveness by Taking Care of Reading and Writing in all Subjects), research group directed by Paula Carlino (CONICET). Email: elena.molina@uns.edu.ar  

Constanza Padilla, CONICET, Universidad Nacional de Tucumán

Doctor in Linguistics from the National University of Tucumán (UNT, Argentina). Professor of "Spanish Language I", "Workshop of comprehension and textual production" and "Psycholinguistics" (UNT, San Miguel de Tucumán, Argentina). Independent Researcher of CONICET and vice-director of INVELEC (Research Institute on Language and Culture, UE CONICET-UNT). Representative of UNESCO Chair in Tucumán. Director of the Doctorate in Linguistics and Literature of the UNT. padillaconstanza@gmail.com 

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Publicado
2021-10-07
Como Citar
Molina, M., & Padilla, C. (2021). Written argumentation practices in two Argentinian undergraduate courses: multidimensionality and epistemic potentials. Revista Eletrônica De Estudos Integrados Em Discurso E Argumentação, 21(2), 66 - 86. https://doi.org/10.47369/eidea-21-2-3109
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Artigos