https://repositorio.pucsp.br/jspui/handle/handle/947 Wed, 10 Jun 2026 23:49:33 GMT 2026-06-10T23:49:33Z https://repositorio.pucsp.br/jspui/handle/handle/46933 Título: Escrita do texto dissertativo-argumentativo no ensino médio: planos de texto, argumentatividade e competências avaliativas do ENEM em interfaces Abstract: This dissertation is part of the research line reading, writing, and teaching within the graduaterogram in portuguese language at the pontifical catholic university of são paulo (puc-sp). Its theme is the organization of the text plan (plano de texto) at the macro and mesotextual levels, and the construction of argumentativity (argumentatividade) in dissertative-argumentative texts produced by second-year high school students in the context of preparing for the national high school exam (enem). The research is justified by the recurring difficulties faced by these students in the production of the dissertative-argumentative genre, especially regarding the construction of the parts of the text, the chaining of textual sequences (sequências textuais), and the maintenance of the author’s voice, aspects that directly impact performance on the enem essay. The investigation is guided by the following questions: (i) how are text plans organized at the macro and mesotextual levels, considering their constitutive parts and the articulation between distinct textual sequences?; and (ii) how is argumentativity constructed in these student productions? Based on these questions, the general objective is to investigate text plans and the construction of argumentativity in these written productions. Specifically, the study aims to: a) identify, describe, and analyze the organization of text plans; b) analyze the articulation between different textual sequences; c) verify how students build argumentativity; and d) examine how enem assessment competencies and the mobilization of sociocultural repertoires manifest in the organization of the text plan and the construction of argumentativity. Theoretically, the research is grounded in the assumptions of textual linguistics and textual discourse analysis (tda/atd), particularly the concepts of text plan in its macro and mesotextual levels as developed by Adam (2011, 2021, 2022, 2024 [2019]) and researchers such as Cabral (2013), Marquesi (2004, 2017, 2018, 2022, 2023), Marquesi, Elias, and Cabral (2017), Marquesi et al. (2019), and Rodrigues (2022). Furthermore, it incorporates conceptions of argumentativity proposed by Amossy (2008), Cavalcante et al. (2020, 2022), Garcia (2013), and Marquesi, Cabral, and Rodrigues (2020, 2022). The corpus consists of six dissertative-argumentative texts, representing different performance levels, selected from a set of 90 textual productions. Results indicate that students face recurring difficulties in elaborating text plans, particularly at the macro and mesotextual levels, as well as in constructing argumentativity. The findings show that textual-discursive devices from textual discourse analysis (atd) are decisive for production quality. As observed, mastery over the architecture of the text plan and the management of textual sequences at the mesolevel allows students to move beyond mere formal organization, achieving authorial writing guided by a project of saying (projeto de dizer). This research opens perspectives for teaching that, based on these theoreticalmethodological principles, can contribute to the improvement of the dissertativeargumentative text, fostering advances in writing competence in both school and professional contexts Tipo: Dissertação Wed, 18 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46933 2026-03-18T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46934 Título: Livro didático de arte: análise para o desenvolvimento da alfabetização em arte nos primeiros anos da educação básica Abstract: This master's research investigates the dialogue between verbal and non-verbal texts in the Art textbook, understanding it as an object of school culture and as a pedagogical resource in the processes of literacy in Art in the initial grades of Elementary School. The study aims to analyze how the articulation between word and image, in the context of the Art textbook, contributes to the construction of meanings and to the development of aesthetic, critical and cultural reading of students, seeking to answer the question of how these modes of language interact to promote literacy in Art. Methodologically, it is a qualitative research, of an analytical and interpretative nature, which adopts content analysis as a central procedure, applied to the 3rd year volume of the collection A Conquista: Arte, approved by the PNLD 2023, considering its structure, organization of contents, pedagogical proposals and relationships between verbal and visual text. The results indicate that the integration between image and word enhances the construction of meanings and expands the possibilities of artistic reading, as long as it is mediated by the teaching action, since the material does not present itself as a self-sufficient resource. It was found that images occupy a central role in didactic proposals, while verbal texts act as guides for activities, requiring mediations that deepen contexts, meanings and cultural experiences. As the main contribution, the study shows that literacy in Art is effective as a relational, sensitive and critical process, in which the textbook assumes an organizing function of the curriculum, being re-signified by the teaching practice and by the valorization of orality, collective reading and the cultural diversity of students Tipo: Dissertação Mon, 16 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46934 2026-03-16T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46932 Título: Ensaio sobre a doença do mundo em meio à queda do céu confluências entre psicologia fenomenológica e cosmo-ontologia Yanomami Abstract: This study aims to investigate the meanings of the health-disease process in the contemporary world, understood here as the "illness of the world", in dialogue with Yanomami cosmo-ontology. As a guiding thread, we analyze how the illness of the world appears in Davi Kopenawa's accounts of the phenomenon of "The Falling Sky", where the Yanomami shaman describes our historical time as marked by the health collapse of Planet Earth as a whole. The methodology of this work is anchored in Martin Heidegger’s Hermeneutic Phenomenology, focusing on the notions of "Technique", "Abandonment of Being" and "Serenity" (Gelassenheit), placing them in dialogue with the units of meaning apprehended in The Falling Sky. The study aims to contribute to the development of knowledge and care practices in the field of health, and specifically to the phenomenological psychology that grounds this work. This investigation is urgent in our historical time, given climate change as a paradigm of our era and the possible interrelation between the foundational meaning of this phenomenon and the alarming increase in mental disorders today. The results of this theoretical essay revolve around the elucidation of this historical meaning, which acts as a vital nexus structuring both contemporary pathologies - such as anxiety and depression - and climate change, analyzing how human presence, oriented by technique, simultaneously falls collectively ill and fulfills the ecological collapse we are currently facing. This study seeks a "pollination" of understandings and pathways of care that consider the phenomenon of The Falling Sky, valuing the Earth's Indigenous Peoples and their knowledge. It aims to pave the way for those who have been historically violated by the techno-colonial process to be heard and respected in their importance - including in the academic sphere - and viewed as indispensable for the care of the "illness of the world" Tipo: Dissertação Fri, 20 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46932 2026-03-20T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46931 Título: Entre igreja, escola e cidade: um estudo prosopográfico de alunas da escola normal livre nossa senhora do bom conselho, de Taubaté-SP (1954-1969) Abstract: The present study had as its object of investigation the collective biography of the students who studied at the Escola Normal Livre Nossa Senhora do Bom Conselho, located in Taubaté, in the Vale do Paraíba, region of the state of São Paulo, and directed by the female Catholic congregation of the Sisters of Saint Joseph of Chambéry. The private institution, with strong ties to the local Church, was dedicated, during the 1950s and 1960s, to the training of teachers qualified to teach in primary education. Situated within the field of the History of Education and the theme of confessional normal schools of the mid-twentieth century, this study sought to outline the socioeconomic profile of the normal school students in order to answer the following question: who were these students and what relationships did they and their families establish with the aforementioned institution and with the city of Taubaté? Thus, the objective was to problematize the connections between school, city, and culture, as well as between female education and Catholicism. To this end, the methodological indications of Prosopography or Collective Biography were adopted, based on Stone (2011), Charle (2006), and Heinz (2006), with the aim of understanding the formative universe inherent to that educational institution and its relations with the broader context. The set of sources comprised 367 student records and other related sources. For data analysis, the research employed the theoretical contributions of Social History, particularly the approach of E. P. Thompson (1981, 1998), regarding the links between education and culture. The results showed that the normal school students were mostly Catholic and residents of Taubaté or nearby cities, especially from central neighborhoods. They came from middle and upper classes, whose families held diverse occupations, such as commerce, public service, liberal professions, rural activities, and political positions. The evidence corroborates the idea of a confessional institution that offered a formation anchored in the religious and moral values of the time and had a selective social composition, since it served specific segments of society. Furthermore, it was found that that educational institution and the educational project of the Sisters of Saint Joseph of Chambéry were articulated with the cultural, political, social, and urban dynamics of that historical conjuncture Tipo: Dissertação Wed, 11 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46931 2026-03-11T00:00:00Z