O uso de modalizadores na construção da argumentação: uma análise de redações do Vestibular da UERJ 2018

Abstract

Knowing how to argument is a necessity for living in a democracy. Knowing how to argument and how to argue against are the basis for a society that advances democratically: the debate is more and more crucial for progress. Therefore, a study of argumentation has proved to be relevant in the Brazilian educational scenery. School needs to leave behind myth such as saying that a student only argues when writing an argumentative essay; or that a student must master the grammatical rules to write properly. The teaching institutions must be the opening door to argumentative skills development, not only recognizing it as a textual typology, but also giving it an important place in the formation of the citizen, making the classroom a place of reflection and questioning. In this thesis, we are going to do a study of the basis of the argumentation, from the construction of the argument to the way how some linguistic mechanisms modelizers contribute to the construction of points of view and end up improving the argumentative quality. Four types of modalization will be analyzed: epistemic, deontic, affective and delimiting from the approach formulated by Neves (2011), in twenty compositions of UERJ s entrance exam, divided in two groups: texts that received grade six, and texts that got the full mark, ten points. Based on this analysis, it will be possible to describe and determine the quality of argumentation according to the selection of modalizers students made, which ends up showing the intentionality that exist behind every usage.