Argumentation within written texts: the role of the teaching ‘savoir faire’

Authors

  • Rosalice Pinto Instituto de Filosofia e Linguagem da Universidade Nova de Lisboa; Cento de Investigação e Desenvolvimento sobre Direito e Sociedade da Faculdade de Direito - CEDIS/UNL; Grupo de pesquisa em linguística da Universidade Federal do Ceará- UFC

DOI:

https://doi.org/10.34624/id.v12i2.17463

Keywords:

Argumentation, written production, didactical tools, teaching ‘savoir-faire’

Abstract

This paper aims at showing that, when working with texts that circulate in society, the concept of argumentation traditionally used should be broadened. Based on the theoretical contribution of text and discourse analysts, it proposes some didactic tools to be used by teachers to improve the argumentative potential of students in their written production. To illustrate this idea, the analysis of a text in circulation in business activity is proposed. Evidently, when we work with empirical texts, analytical instruments must be adapted to the contextual situations in which they are produced/interpreted. Thus, we defend the relevance of the role of teaching ‘savoir faire’ to improve the student development.

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Published

2020-06-09

Issue

Vol. 12 No. 2 (2020)

Section

Desenvolvimento Curricular e Didática

License

The authors keep the copyright for their work, assigning the first publication rights to the journal.

The Journal Indagatio Didactica is under the CC BY 4.0 license.

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Copyright Statement PT | Copyright Statement EN

How to Cite

Argumentation within written texts: the role of the teaching ‘savoir faire’. (2020). Indagatio Didactica, 12(2), 127-142. https://doi.org/10.34624/id.v12i2.17463