A importância da referenciação da escrita de textos no ensino fundamental

Abstract

This dissertation, presented to the Postgraduate Program in Professional Master's in Letters of the Federal University of the Triângulo Mineiro (UFTM), Campus of Uberaba, promoted by CAPES, aimed to discuss an important phenomenon in writing, referential cohesion, from a proposal of intervention on the writing of texts applied to the ninth grade students of a public school of the municipal network of the city of Orlândia (SP), more specifically, in the challenge of using the reference, as element of the construction of the argumentation, in favor of writing from a point of view in the opinionated texts produced by the students. This proposal contributed to the discussion of the teaching work, once the methodology employed proposed activities planned for the writing to happen in a gradual process, thus, the teacher-researcher started the work with the text as a starting point and point of arrival. In addition to this discussion, the proposed activities and analysis of students writing indicate that there was a work with classroom grammar working in the text, with students reflecting on the uses of language and linguistic resources; these results prove the importance of referencing textual progression and defending the point of view. All this culminated in the organization and elaboration of a notebook for the teacher with didactic activities that could be adopted by teachers of languages in the classroom, in order to complement the material of pedagogical support. These changes proposed in the methodology of referencing teaching are based on the theoretical basis of the linguistic analysis and serve as a suggestion to other teachers who work with the writing of opinion texts, considering that this was thought based on the central role of the Portuguese Language teacher who must have the exercise of writing as the essence of his work. The proposal is based on the conception of interactionist language proposed by Bakhtin (2003), using the methodology of linguistic analysis proposed by Geraldi (2003) according to Mendonça (2006), as teaching method and based on Textual Linguistics for the study of argumentation and referencing, according to Mondada & Dubois (2003), Koch (2011, 2014, 2015a, 2015b, 2016 and 2017), Marcuschi (2008), Conte (2003) and Tedesco Abreu (2002), as well as in the discussions by Abreu (2004 and 2009) ) and Antunes (2005 e 2009), which contributed by revealing how textual cohesion is being elaborated by the use of referencing as constructors elements of the writing frames of a text. In this way, it is expected to contribute to the writing of opinionated texts of the students with the application of the activities proposed in the teacher's book, in the teaching of the referencing, in particular in the nominal expressions, as an enriching element of the argumentation in order to perfect the construction of textual cohesion, and also to announce arguments for the sake of constructing the perspective of the speaker.