A coesão sequencial em textos do gênero carta aberta: proposta de intervenção para o ensino fundamental
This research study discusses the worry of the Portuguese teachers, mainly with the question of how to make teaching enjoyable and meaningful for the student, so that its purpose goes beyond school approval. In our classroom practice, It was possible to notice that students had some difficulties...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29562 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This research study discusses the worry of the Portuguese teachers, mainly with the question of
how to make teaching enjoyable and meaningful for the student, so that its purpose goes beyond
school approval. In our classroom practice, It was possible to notice that students had some
difficulties in recognizing the compositional organization of textual genres, as well as in
establishing sequential cohesion. That hamper, in some situations, the continuation of the sense
of the text. Therefore, this research has as general objective to investigate the resources of
sequential cohesion in the construction and sequencing of the text, about the production of the
genre Open Letter, considering the level of adequacy signaled by the student about the
organization of the text. Therefore, we selected as specific objectives: to describe the
compositional structure of the texts written by 9th-grade students in the Open Letter genre;
characterize the compositional structure of the genre; identify the elements of sequential
cohesion in the texts produced; characterize the elements of sequential cohesion in the Open
Letter genre; to analyze the role of cohesive elements in the construction of the meanings of the
text. The theories by Koch and Elias (2006; 2010), Koch (2002; 2011; 2013), Marcuschi (2005;
2008), Antunes (2005; 2009; 2010), Geraldi (2011), among others, have been utilized in the
construction of this work. About the methodological aspects, we resort to the qualitative and
interpretative approach, based on the studies of Flick (2009), Fonseca (2002), Marconi and
Lakatos (2011). This investigation, from the point of view of the research typology, meets the
principles of action research, in accordance with the studies by Thiollent (2011), characterized
by the intervention of the teacher in the classroom. The research data were generated from the
application of a sequence of activities developed based on the modular guidelines of Dolz,
Noverraz and Schneuwly (2004), through which students produced an initial version and a final
version of the Open Letter. In the initial version, students appropriated some connectors in order
to establish the relevant semantic relationships. In the final production, new connectors were
identified, providing the expansion of new semantic relations, contributing to the establishment
of textual cohesion. Regarding the textual genre, we found that, in general, the students
produced texts according to the specifications of the Open Letter. Consequently, objectives
were reached once the students produced significant texts through which they were able to
contribute to the resolution of situated problems, interacting socially through the written text. |
|---|