{"id":{"repo_id":"brazil-ufba","oai_identifier":"oai:repositorio.ufba.br:ri/41919"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufba/oai:repositorio.ufba.br:ri/41919","repository":{"repo_id":"brazil-ufba","name":"Brazil UFBA","base_url":"https://repositorio.ufba.br/oai/request"},"display":{"title":"Estudo do requerimento em sala de aula: um gênero a ser explorado","abstract":"This work was a research carried out for the Profletras Professional Master's Degrees, with the students the ninth year of Elementary School II, of the Maria Romana Calmon State School, and it was born from a need to make students aware of the importance of requesting and requesting something. There are many demands throughout life, and the student must be prepared to request rights, using the resource itself, with the appropriate language that this genre requires. The purpose of the research was to think about actions that allow students to write applications in a way that is appropriate for their practical use. The objective was to work with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. Thus, the theoretical reference used in this memorial is based on the concepts of Koch and Elias (2017, 2018), Marcuschi (2008), André (2016), Dolz and Schneuwly (2011), among others. According to André (2016), it is a qualitative, quantitative and ethnographic one, characterized by being a work of research-action. By applying a didactic sequence, following the principles advocated by Dolz and Schneuwly (2011), how students used language to better argue. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The use of argumentative operators as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language were observed in the modules studied in order to reach the objective of convincing through language. The result of this work was analyzed through a final written production, in order to observe the activities developed through the modules. The main results obtained were: improvement in the final written output, regarding the structure of the genre, language used, textual coherence and cohesion, as well as a more consistent argumentative capacity.","abstract_html":"This work was a research carried out for the Profletras Professional Master's Degrees, with the students the ninth year of Elementary School II, of the Maria Romana Calmon State School, and it was born from a need to make students aware of the importance of requesting and requesting something. There are many demands throughout life, and the student must be prepared to request rights, using the resource itself, with the appropriate language that this genre requires. The purpose of the research was to think about actions that allow students to write applications in a way that is appropriate for their practical use. The objective was to work with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. Thus, the theoretical reference used in this memorial is based on the concepts of Koch and Elias (2017, 2018), Marcuschi (2008), André (2016), Dolz and Schneuwly (2011), among others. According to André (2016), it is a qualitative, quantitative and ethnographic one, characterized by being a work of research-action. By applying a didactic sequence, following the principles advocated by Dolz and Schneuwly (2011), how students used language to better argue. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The use of argumentative operators as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language were observed in the modules studied in order to reach the objective of convincing through language. The result of this work was analyzed through a final written production, in order to observe the activities developed through the modules. The main results obtained were: improvement in the final written output, regarding the structure of the genre, language used, textual coherence and cohesion, as well as a more consistent argumentative capacity.","abstract_has_math":false,"creators":["Requião, Mércia Mauadie Mariotti"],"institution":"Universidade Federal da Bahia","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-20","date_published":"2019-05-20","updated_at":"2026-07-27T22:08:00Z","subjects":["Gêneros textuais","Requerimento","Argumentação"],"languages":["por"],"rights":["Acesso Aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufba.br/handle/ri/41919","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Requião, Mércia Mauadie Mariotti"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-05-04T20:42:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-05-04T20:42:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-05-20"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal da Bahia"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Instituto de Letras"]},{"key":"dc:type","label":"Dc Type","values":["Dissertação"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gêneros textuais","Requerimento","Argumentação"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["por"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufba.br/handle/ri/41919"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This work was a research carried out for the Profletras Professional Master's Degrees, with the students the ninth year of Elementary School II, of the Maria Romana Calmon State School, and it was born from a need to make students aware of the importance of requesting and requesting something. There are many demands throughout life, and the student must be prepared to request rights, using the resource itself, with the appropriate language that this genre requires. The purpose of the research was to think about actions that allow students to write applications in a way that is appropriate for their practical use. The objective was to work with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. Thus, the theoretical reference used in this memorial is based on the concepts of Koch and Elias (2017, 2018), Marcuschi (2008), André (2016), Dolz and Schneuwly (2011), among others. According to André (2016), it is a qualitative, quantitative and ethnographic one, characterized by being a work of research-action. By applying a didactic sequence, following the principles advocated by Dolz and Schneuwly (2011), how students used language to better argue. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The use of argumentative operators as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language were observed in the modules studied in order to reach the objective of convincing through language. The result of this work was analyzed through a final written production, in order to observe the activities developed through the modules. The main results obtained were: improvement in the final written output, regarding the structure of the genre, language used, textual coherence and cohesion, as well as a more consistent argumentative capacity."]},{"key":"dc:title","label":"Title","values":["Estudo do requerimento em sala de aula: um gênero a ser explorado"]}]}],"canonical_facts":{"dc:creator":["Requião, Mércia Mauadie Mariotti"],"dc:date.accessioned":["2025-05-04T20:42:10Z"],"dc:date.available":["2025-05-04T20:42:10Z"],"dc:date.issued":["2019-05-20"],"dc:description.abstract":["This work was a research carried out for the Profletras Professional Master's Degrees, with the students the ninth year of Elementary School II, of the Maria Romana Calmon State School, and it was born from a need to make students aware of the importance of requesting and requesting something. There are many demands throughout life, and the student must be prepared to request rights, using the resource itself, with the appropriate language that this genre requires. The purpose of the research was to think about actions that allow students to write applications in a way that is appropriate for their practical use. The objective was to work with textual production through the genres, particularly the genre requirement, with all its technical specificity, its objectivity and its social and practical use. Thus, the theoretical reference used in this memorial is based on the concepts of Koch and Elias (2017, 2018), Marcuschi (2008), André (2016), Dolz and Schneuwly (2011), among others. According to André (2016), it is a qualitative, quantitative and ethnographic one, characterized by being a work of research-action. By applying a didactic sequence, following the principles advocated by Dolz and Schneuwly (2011), how students used language to better argue. After the application of an initial activity, modules were created with the purpose of working on argumentative operators and ways of using the argumentation in a more coherent and cohesive text. The use of argumentative operators as well as punctuation marks and structures that constitute writing in the cultured norm of the Portuguese language were observed in the modules studied in order to reach the objective of convincing through language. The result of this work was analyzed through a final written production, in order to observe the activities developed through the modules. The main results obtained were: improvement in the final written output, regarding the structure of the genre, language used, textual coherence and cohesion, as well as a more consistent argumentative capacity."],"dc:identifier.uri":["https://repositorio.ufba.br/handle/ri/41919"],"dc:language":["por"],"dc:publisher":["Universidade Federal da Bahia"],"dc:publisher.department":["Instituto de Letras"],"dc:rights":["Acesso Aberto"],"dc:subject":["Gêneros textuais","Requerimento","Argumentação"],"dc:title":["Estudo do requerimento em sala de aula: um gênero a ser explorado"],"dc:type":["Dissertação"]},"updated_at":"2026-07-27T22:08:00Z"}