Coesão referencial: uso em textos do gênero “causo de mistério e de assombração”, produzidos por alunos do 9º ano do ensino fundamental em uma escola pública da região sul de Palmas

Abstract

This dissertation presents and problematizes an intervention project linked to ProfLetras/UFT, in view of the pedagogical work with haunting tale narratives, considering that this genre requires a transition from orality to writing. The general objective of the proposal is to identify problems related to the elements of referential cohesion and propose to propose intervention in order to reduce the difficulties of the written production of the students in the last Years Elementary school in the south region of Palmas, Tocantins. For this, we are guided by the research-action paradigm, because it is a method that provides participation and collaboration between the participants of the research and the researcher, in addition to providing a more reflective posture in daily practice and, consequently, can begin to improve the textual progression of students. Due to its social nature, this work proposal is characterized as qualitative, propositional and adopts the theoretical perspective of textual linguistics, since it is part of the attempt to understand certain phenomena of a specific reality, in which it requires the interpretation of actions and the search for meanings that can permeate the processes of reading and writing. As specific objectives, we have: (i) to identify and analyze the nature of the main difficulties in the use of referential cohesion in texts of the "causo" genre; (ii) to analyze and problematize the possible effects of the rewriting process of the texts constructed by the students participating in the research, using connectors; (iii) to discuss and analyze the configuration of a digital platform, leading the students to understand the need for editing the wording formulated by them, so that the texts can circulate in virtual space. As theoretical basis, we will rely on studies by Koch (2002, 2004, 2008), Koch and Travaglia (1996), Marcuschi (2016). As it is a proposal of didactic work, we present a methodology for the application of classes, with the purpose of expanding the cohesive repertoire and, in this way, develop a reading, writing and linguistic autonomy. As this is a research that involves human beings, there was a need for submission of research approval by the Research Ethics Committee whose substantiated opinion is under the number 4.380.343.