Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-09T21:43:59Z No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-10T17:04:04Z (GMT) No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) / Made available in DSpace on 2017-02-10T17:04:04Z (GMT). No. of bitstreams: 1 WellingtonVieiraMendes_TESE.pdf: 2621241 bytes, checksum: f6a95e3bc3e71ca27b84f76bdb210ccf (MD5) Previous issue date: 2016-08-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A observa??o do modo como se organizam os textos acad?micos permite o entendimento dos mecanismos de constru??o dos sentidos nos diferentes estratos dos sistemas discursivos. Al?m das caracter?sticas lexicogramaticais que se configuram na superf?cie dos textos, o reconhecimento dos contextos em que s?o produzidos possibilita tamb?m compreend?-los como sendo resultantes de processos de constru??o de sentidos complexos e articulados nesses sistemas, tal como definido pela Lingu?stica Sist?mico-Funcional (LSF). Este estudo se filia aos modelos de sistemas discursivos propostos por Martin e Rose (2007), aos estudos de coes?o desenvolvidos em Halliday e Hasan (1976) e ? gram?tica sist?mico-funcional de Halliday e Matthiessen (2014). O foco e escopo do trabalho ? o fen?meno da jun??o com marcadores expl?citos ? aqui concebida como diferentes realiza??es da lexicogram?tica que, independentemente de seu estatuto ou extens?o, atuam na conflu?ncia de complexos oracionais. Neste caso espec?fico, o interesse se volta aos textos produzidos por graduandos e p?s-graduandos em Letras, a fim de: (i) identificar as rela??es de jun??o em textos acad?mico-cient?ficos produzidos por estudantes de gradua??o e de p?s-gradua??o; (ii) comparar os usos das rela??es de jun??o entre os textos produzidos por estudantes de gradua??o e p?s-gradua??o; (iii) apresentar contribui??es para as pr?ticas de escrita na academia a partir dos subs?dios te?ricos fornecidos pela LSF sobre articula??o textual. Para atendimento destes objetivos, a pesquisa analisa um corpus de 9,8 milh?es de palavras composto por artigos, monografias, disserta??es e teses da ?rea de Lingu?stica. Os dados foram recenseados com apoio de ferramentas dispon?veis nas aplica??es do WordSmith Tools (SCOTT, 2012), especificamente no tratamento quantitativo de amostras. ? guisa de resultados, ? poss?vel indicar que a jun??o com marcador expl?cito se situa com maior recorr?ncia nos textos de graduandos, mas colabora, indistintamente nos trabalhos de gradua??o e p?s-gradua??o, para a constru??o de sentidos no discurso porque configuram rela??es e atividades dentro do pr?prio texto e para al?m dele, tanto pelas passagens argumentativas de um t?pico a outro, como pelo emprego de recursos como met?frase, transposi??o e/ou amplia??o de sentidos quando esses componentes funcionais apontam para a experi?ncia ou idea??o e, noutros casos, para a organiza??o sequencial do texto. / The observation of how academic texts are organized provides the understanding of the meaning construction mechanisms in the different strata of the discursive systems. Besides the lexicogrammatical characteristics which configure on the surface of the texts, the contexts recognition in which they are produced also make it possible to understand them as a result of a complex process of meaning construction and articulated in these systems according to Systemic Functional Linguistics (SFL). The theoretical frameworks of this study are the discursive system model suggested by Martin and Rose (2007), the cohesion studies carried out by Halliday and Hasan (1976) and the Systemic-Functional Grammar by Halliday and Matthiessen (2014). The focus and objective of this research is the junction phenomenon with overt markers - here conceived as different lexicogrammatical realizations which, regardless their status or length, act in the confluence of clause complexes. In this specific case, the focus is shifted towards texts written by Letras undergraduate and graduate students. It aims at: (i) Identifying the relations of junction in academic texts written by undergraduate and graduate students; (ii) comparing the usages of relation of junctions within the texts written by undergraduate and graduate students; (iii) provide input to writing practices in the gym from the theoretical basis provided by LSF on textual articulation. To reach these objectives, the research analyzes a corpus of 9,8 million words composed of research articles, monographs, master?s dissertations and doctoral theses in Linguistics. The data were compiled with the support of the tools available for use on WordSmith Tools (SCOTT, 2012), specifically on the quantitative treatment of the samples. By way of results, it is possible to state that junction with overt marker shows a higher recurrence in the undergraduates? texts, but cooperate, indistinctly, with the undergraduates? and graduates? works, for the meaning construction in discourse because they configure relations and activities in the text itself and beyond, as much for the argumentative passages of a given topic or another, as for the usage of resources such as metaphrase, transposition and/or amplification of meanings when these functional components point out towards the experience or ideation and, in other cases, for the sequential organization of the text.