A coesão referencial na escrita do gênero notícia por alunos do 8º ano do Ensino Fundamental

Abstract

In the context of textual linguistics, referencing is configured as a dynamic process of construction and reconstruction of discourse objects in the text, anchored in the interaction between subjects and their sociocognitive activities. From this perspective, referential cohesive processes, which operate through the introduction, resumption and (re)categorization of referents, constitute relations of meaning in the text, avoiding repetitions and ensuring discursive progression through the addition of new information and the expression of argumentative orientations by the enunciator. In this sense, this research has the general objective of analyzing the use of anaphoric referential cohesive strategies in texts produced by 8th grade students of Elementary School, through pedagogical intervention with the textual genre news, thus aiming to contribute to the reflection on the teaching of referential cohesion. The research was theoretically based on the works of Alves Filho (2011), Faria (2004) and Cunha (2010) for the study of the composition of the news genre, its linguistic aspects and production context; in Cavalcante (2003; 2011; 2012; 2014; 2022), Koch (2005, 2008; 2011; 2013), Marcuschi (2003) and Antunes (2005), among others, for the approach of referential processes; in the theoretical contributions of Bortoni-Ricardo (2008), Thiollent (2011), Moreira and Caleffe (2006), Bogdan and Biklen (1994) for a qualitative approach and the action research methodology. In the planning of didactic-pedagogical actions, the Didactic Sequence was used, as proposed by Dolz et al. (2004). The corpus brings together 26 texts produced during the application of a Didactic Sequence at the João de Fontes Rangel Municipal Elementary School, located in the city of Tenório-PB, which included activities to recognize the composition of the genre and learning the referential processes, which were carried out in two moments, which constituted the initial production and the final production. The analysis focused on 7 initial productions and 6 final productions, in which we examined the use of direct, indirect and encapsulating anaphoras, adopted as categories of analysis of the research. Regarding the investigation, we observed that the initial productions indicated that the students had possibilities of expanding these strategies. However, we found inadequacies that resided in the predominance of repetition of referents and the disarticulation of information that compromised the meanings of the text. After interventions, the final productions demonstrated a more diversified use of these strategies, which were mobilized in the construction of more coherent referential chains. The results show that the adopted teaching approach contributed to expanding the repertoire of students' referential processes, helping them to establish textual continuity and to achieve their communicative purpose in written news. Thus, it is concluded that the systematic teaching of referential cohesion, in the context experienced, proved to be fundamental for the development of students' writing skills, reinforcing the importance of integrating it into the teaching-learning process of writing in Portuguese language classes.