Resumo

DIAZ BLANCA, Lourdes  e  MUJICA, Bernarda. Written argument in textbooks: definition and purpose. Educere [online]. 2007, vol.11, n.37, pp.289-296. ISSN 1316-4910.

The purpose of this article is to analyze, from the National Basic Curriculum ’s (from now on CBN) approach and argument theories, the content of written argument in 6th grade primary school textbooks (in the area of language) about definition and purpose. To achieve this, we analyzed seven textbooks following a qualitative approach but with a quantitative component represented by the search of statistics tendencies on the presence or absence of definition and purpose in argument. The study reported that: a) a wide percentage (71 %) defines argument, while the tendency on not defining it is less (29%). Definitions are framed around the perspective of textual linguistics because they account for the types of texts or textual structures, and with that they fit the lining of the National Basic Curriculum. b) An elevated percentage (86%) indicates the purpose of argument, while a lesser percentage (14%) omits this data. Two purposes are emphasized: to convince and to show; with the first one the speaker looks for the acceptance of a point of view by the listener; with the second one, it pretends to validate and propose leaving arguing aside

Palavras-chave : argument; textbooks; definition; purposes.

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