POLIFONIA, IMPLÍCITO E VALORES ARGUMENTATIVOS NO ENSINO MÉDIO

Abstract

The production of text has been one of the major challenges in the academic life of students in general, especially in a scenario with little encouragement for reading. In this context, this issue is particularly evident in high school, a period when many students begin to seriously consider access to higher education, either through entrance exams or through ENEM. In view of this, one of the barriers to be overcome is the essay test, as it is part of the selection process for students to enter higher education. Therefore, this article is justified by the importance of preparing students in relation to the assumptions involved in the expository-argumentative textual typology, as well as the genre of college entrance essay (school essay). Argumentation is understood as an act of relating ideas aimed at defending a point of view that one intends to convince an interlocutor. With argumentation, one seeks to persuade someone about an idea. Arguing consists of using convincing justifications about a thesis. In argumentative texts, there is a reasoning in which hypotheses are presented and justified based on arguments, and logical relationships occur among them.

With this work, it is concluded that it is important to work on the diversity of argumentative resources in the production and reading of texts in basic education so that students understand that argumentation is at the foundation of all discourse produced in social interaction. As argumentative resources are presented in this article, polyphony, implicitness, and argumentative values are included.