A informatividade no texto do aluno: as contribuições da intervenção do professor no processo de produção textual do aluno do 9º ano do ensino fundamental II

Abstract

This thesis aims to present a proposal for intervention to contribute to the development of informativeness in text production students who attend the 9th grade of elementary school II. We take as an object of research texts written by these students who attend public school in the city of São Paulo do Potengi/RN. Theoretically, we seek contributions that come from Text Linguistics, based on studies of Costa Val (1991); Koch and Favero (2000), Bakhtin (2011), Adam (2011), among others. The texts were been written in four versions: the initial production was been written without previously approach the subject in order to analyze the prior knowledge of the student. While the remaining stages have had produced after we realize an interventional action, in which we develop workshops videos, lectures, debates and rewrite of the text. For the rewriting of the 2nd version approached the theme proposed presenting information to contribute to the development of informativeness. In analyzing the texts produced, we find that the textual productions written without the teacher's mediation showed a lower level of informativeness, whereas the second version (performed after the teacher's intervention), they were added information that had not been presented in the first production. However, we diagnose that most productions had inconsistent arguments and that the information appeared disconnected, evidencing the need to work for other elements to corroborate with the rewritten text of the following versions: the argumentative sequence; gender article opinion; the elements responsible for textuality; setting and language resources text cohesion (the explanatory and adversative conjunctions). From the analysis it was established that the intervention process, mediated by the teacher, it is essential for the development of producer student texts. Since the interventional action provides enlarge the linguistic and pragmatic knowledge of the student that result in the most significant texts written for the reader. Therefore, it is very important work rewriting the text in the classroom as it allows the student to both improve your writing, as to reflect on what he wrote.