Estratégias de referenciação: uma proposta de intervenção pedagógica para o ensino fundamental

Abstract

This work aims to propose a pedagogical intervention based on a didactic sequence (SD), focusing on anaphoric referential processes, especially on the role of reclassifying direct anaphora. For that, we present some procedures: we describe the methodological path to carry out the pedagogical intervention proposed in the didactic sequence; we detail the stages of construction of the didactic sequence for teaching anaphoric referential processes in the writing of elementary school students; we explain the uses of didactic resources in the planning and execution of the pedagogical intervention. We start from the assumption that referential processes are a textual-discursive strategy that assists in the teaching and learning of the Portuguese language. Thus, in order to fulfill our objective, we rely on the research of Marcuschi (2008), Cavalcante (2012), Cavalcante, Custódio Filho and Brito (2014); Koch (2004, 2005, 2006, 2007, 2013); Bakhtin (2003), Bender and Laurito (1993), Roberto (2005). The proposal focuses on the pedagogical activities that guide the teacher's work step by step, for textual production, based on the orientation of Dolz, Noverraz and Schnewuly e (2004). In this way, we focus our attention to explain the constitutive stages of a Didactic Sequence, directed to the fundamental strategies for the construction of the meanings of the narrative chronicle. The result of our work points to the construction of this sequence that will enable the development of competences and skills in the use of referencing strategies in the students' written production.