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Previous issue date: 2017-07-28 / Esta pesquisa aborda a referencia??o como processo de constru??o do sentido do texto em sala de aula de L?ngua Portuguesa, em um 9? Ano, no Ensino Fundamental. Ap?s perceber as dificuldades que os alunos tinham em produzir os seus textos de maneira coesa e coerente, no que se refere ao uso dos mecanismos de referencia??o, propusemos a??es, atrav?s de atividades pedag?gicas que minimizassem o problema da produ??o textual escrita desses alunos. Dessa forma, estabelecemos como objetivo do trabalho investigar a referencia??o no texto do aluno em sala de aula, atrav?s de uma abordagem qualitativa, por meio da pesquisa-a??o, desenvolvendo a metodologia da sequ?ncia did?tica. Nossa pesquisa adotou conceitos te?ricos advindos de autores que abordam os fen?menos referenciais enquanto pr?ticas discursivas, resultantes da articula??o entre a linguagem e a realidade. Seguimos os estudos de autores orientados pela Lingu?stica de Texto, entre estes os de Antunes (2005), Cavalcante (2012 e 2014), Costa Val (1999, 2006), Goncalves e Barros (2010), Koch (1992,1997,1998, 2005, 2006, 2008 e 2014), Marcuschi (1995a, 2005, 2006 e 2008), Mondada e Dubois (2003), N?brega (2011), Santos (2013), Santos(2006), os quais abordam as quest?es relativas ao texto enquanto intera??o e a referencia??o. Do ponto de vista metodol?gico, seguindo a orienta??o de Dolz, Noverraz e Schneuwly (2004), aplicamos a sequ?ncia did?tica, abordando o g?nero artigo de opini?o, oportunizando a experi?ncia com texto dissertativo/argumentativo, tendo sido poss?vel orientar o uso de estrat?gias em um trabalho de produ??o textual escrita orientado pela Lingu?stica de Texto. Desse modo, a sequ?ncia did?tica teve como foco a referencia??o, privilegiando o estudo das an?foras: direta ou correferencial, indireta, encapsuladora e a cat?fora, propiciando aos alunos meios pedag?gicos para que eles pudessem melhor compreender a referencia??o e us?-la com mais propriedade em suas produ??es. Ao analisar os artigos de opini?o produzidos pelo alunos, na produ??o inicial, observamos inadequa??es como o uso da referencia??o, o que resultou em textos com repeti??es excessivas que n?o proporcionavam a progress?o do texto. Ap?s o trabalho realizado, por meio de atividades pedag?gicas com o intuito de minimizar os problemas nessa dire??o, comparamos as produ??es iniciais e finais, tendo observado resultados satisfat?rios, j? que os alunos apresentaram avan?os no uso da referencia??o. / This research deals with the reference as a process of construction of meaning of text in the classroom of Portuguese Language, in a 9th Year, in Elementary School. After realizing the difficulties students had in producing their texts in a cohesive and coherent way, regarding the use of referring mechanisms, we proposed actions through pedagogical activities that minimized the problem of the written textual production of these students. Thus, we established as the objective of the work to investigate the reference in the text of the student in the classroom, through a qualitative approach, the action research, developing the methodology of didactic sequence. Our research has adopted theoretical concepts from authors that approach the referential phenomena as discursive practices, resulting from the articulation between language and reality. We followed the studies of authors oriented by Text Linguistics, among them Antunes (2005), Cavalcante (2012 and 2014), Costa Val (1999, 2006), Goncalves and Barros (2010), Koch (1992,1997,1998, 2005, 2006, 2008 and 2014), Marcuschi (1995a, 2005, 2006 and 2008), Mondada and Dubois (2003), N?brega (2011), Santos (2013), Santos (2006), which address to issues related to the text as interaction. From the methodological point of view, we followed the guidance of Dolz, Noverraz and Schneuwly (2004); we applied the didactic sequence, through the genre of opinion, in a experience with a written/argumentative text, and it was possible to guide the use of strategies in a written text production work oriented by Text Linguistics. Thus, the didactic sequence focused on the reference, favoring the study of the anaphora: direct or co-referential, indirect, encapsulating; and the cataphora, providing the students with pedagogical means so that they could better understand the reference and use it with more property in their productions. When analyzing the articles of opinion produced by students, in initial production, we observed inadequacies such as the use of referencing, which resulted in texts with excessive repetitions that did not provide the progression of the text. After the work accomplished, through pedagogical activities with the purpose of minimizing the problems in this direction, we compared the initial and final productions, and observed satisfactory results, since the students presented advances in the use of the reference.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/25029 |
| Date | 28 July 2017 |
| Creators | Oliveira, Fabiano Moreira de |
| Contributors | 07443846487, Azevedo, Josilete Alves Moreira de, 10647325420, Queiroz, Maria Eliete de, 70286612453, Galv?o, Marise Adriana Mamede |
| Publisher | PROGRAMA DE MESTRADO PROFISSIONAL EM LETRAS ? PROFLETRAS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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