Galvão, Marise Adriana MamedeMedeiros, Thiago Espínola de2019-02-112019-02-112018-08-17MEDEIROS, Thiago Espínola de. A coesão sequencial na produção escrita de alunos do ensino fundamental. 2018. 147f. Dissertação (Mestrado Profissional em Letras - Profletras/CN) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2018.https://repositorio.ufrn.br/jspui/handle/123456789/26618Writing, for having a relevant role in society, has been, over time, addressed by scholars in the field of Education, Applied Linguistics, Linguistics, among others, as a necessary practice for individuals to assume their roles as citizens critical and participatory. Therefore, it is necessary that the school, especially the teachers, carry out an effective work with the production of texts in different modalities with which the student can interact in the most different places and situations. It is common to observe that, when asked to produce a particular text, the student does, although this writing presents some problems, among them those of order of cohesion. Based on these considerations, the present work focuses on the textual cohesion in the written production of these students, regarding the use of the sequential cohesion links, with a view to the construction of the meanings of the text. Thus, this research is guided by the following question: how do 8th grade students use sequential cohesive elements in the written text they produce? To that end, it was defined as a general objective, to investigate how students use the connectors in textual productions in the open letter genre. As specific objectives, we selected: identify the specificities of the open letter gender; identify cohesive links in texts; to specify the semantic relations established by the cohesive links in the written productions of the students; to recognize if the elements of sequential cohesion serve the communicative purposes of texts. The theoretical bases adopted come from the researches of Koch and Elias (2010), Koch (2002, 2011, 2013), Marcuschi (2008), Antunes (2005, 2007, 2009, 2010), among other works that follow interactional perspectives. From the methodological point of view, the qualitative approach and the action research were adopted, according to the guidelines of Thiolent (2012) and Creswell (2010), in order to meet the research objective. The generation of data for this work was done through the didactic sequence, according to the proposal of Dolz, Noverraz and Schneuwly (2004), through which the students produced texts in an initial and a final version. Regarding the results, in the initial version, the students used 247 connectors to establish the necessary semantic relations for the purpose of the text; already in the final production, 341 connectors were observed, being 94 more connectors, indicating that in the rewritten version the students could use properly other connectives that had not yet materialized textually. This meant an expansion in the use of the cohesive elements, being possible the establishment of new semantic relations in the texts. As regards the open letter textual genre, it was found that, in general, students were able to produce texts according to the specificities of the genre. Therefore, the data point to the achievement of the established objectives, since it was observed that the students were able to expand the repertoire of connectors, but they also learned to produce the genre open letter.Acesso AbertoEnsinoEscritaGênero carta-abertaConectoresPesquisa-açãomasterThesisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS