Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-10T20:16:39Z No. of bitstreams: 1 2015 - Mario Sergio Mangabeira Junior.pdf: 1722764 bytes, checksum: dcf20c9a9ec66fbd796c6b3d57e36bca (MD5) / Made available in DSpace on 2018-05-10T20:16:39Z (GMT). No. of bitstreams: 1 2015 - Mario Sergio Mangabeira Junior.pdf: 1722764 bytes, checksum: dcf20c9a9ec66fbd796c6b3d57e36bca (MD5) Previous issue date: 2015-07-17 / CAPES / This study aims to present a discussion about compound sentences and how they are taught, as well as about text production in a metasyntactic approach. It was discovered that most students who start the 6th grade of elementary school produce juxtaposed simple sentences or compound sentences using the prototypical connective "and". The fact that subordinate and coordinative constructions are not used is considered to be the reason why it is impossible to produce coherent and cohesive texts, as writing requires. In this conjuncture, the Dissertation proposes, through the action-research methodology (TRIPP, 2005), intervention sessions in a group of public school 6th graders in the municipality of Rio de Janeiro. The students carried out activities which aim to help them improve the production of infra-sentential and sentential structures when it comes clause articulation. Such activities have been prepared from the meta-linguistic and metasyntactic perspective in order to develop student-reflective awareness of the language, its structure and its uses (GOMBERT, 1992,2003; CORREA, 2004) as well as the processes used to learn and evaluate process, metacognitively speaking (FLAVELL, 1979). From the analysis of pre- and post-tests applied at the beginning and end of the study, the results showed a relative improvement in the students ?writing performance with regard to constructions that establish logical-discursive relations of adversity, cause, completion and purpose. It pointed out to the need for expansion of the investigation proposed by the research to disseminate more pieces of evidences to support the relationship between metasyntactic awareness and better performance in the production of texts in relation to their microstructure. / O presente trabalho tem por objetivo apresentar uma discuss?o sobre o per?odo composto, seu ensino e a produ??o textual em uma abordagem metassint?tica. Verificou-se que a maioria dos alunos que chegam ao 6? ano do Ensino Fundamental produz per?odos simples justapostos ou per?odos compostos que utilizam o conectivo protot?pico ?e?. Considera-se que o fato da n?o utiliza??o de constru??es subordinativas e coordenativas impossibilita a produ??o textos coerentes e coesos, como a modalidade escrita exige. Diante desse panorama, a Disserta??o prop?e, atrav?s da metodologia da pesquisa-a??o (TRIPP, 2005), sess?es de interven??o para um grupo de alunos de 6? ano de escola p?blica do munic?pio do Rio de Janeiro. Os discentes realizaram atividades que procuram ajud?-los no aprimoramento da produ??o de estruturas infra-sentenciais e sentenciais no que tange a articula??es de ora??es. Tais atividades foram elaboradas a partir da perspectiva metalingu?stica e metassint?tica no intuito de desenvolver, no aluno, a consci?ncia reflexiva em rela??o ? l?ngua, sua estrutura e seus usos (GOMBERT, 1992,2003; CORR?A, 2004) bem como os processos utilizados para aprender e avaliar o processo, na perspectiva metacognitiva (FLAVELL, 1979). A partir da an?lise do pr? e p?s-teste aplicados no in?cio e no fim da pesquisa, os resultados mostraram uma relativa melhora no desempenho da produ??o escrita dos alunos no que se refere ?s constru??es que estabelecem rela??es l?gico-discursivas de adversidade, causa, conclus?o e finalidade. ? apontada a necessidade de amplia??o das investiga??es propostas pela pesquisa para a difus?o de mais evid?ncias que comprovem a rela??o entre a consci?ncia metassint?tica e um melhor desempenho na produ??o de textos, no que se refere a sua microestrutura.