Anáfora: mecanismo coesivo de referenciação nas produções escritas dos alunos do 9º ano do ensino fundamental

Abstract

This dissertation presents a study about the referential cohesion mechanism, the anaphora, in the written productions of the 9th grade students of a public school in the Teresina – PI city. It has motivated this study is related to the finding that it is common to find texts with serious problems of coherence, due to lack of cohesion, produced by students in the school context, especially in the last year of Elementary School. In this way, the position is defended that textual coherence is linked to cohesion, although at a different level, in Koch's (2016) conception, the latter is necessary for the production of meaning in texts of the students, since both constitute relevant criteria of textuality that favor the textual composition and help to organize the ideas of the students. Therefore, we investigated the possible reasons that motivate these inadequacies in the textual productions of apprentices. So, the model of the classification of the free remissive forms approached by Koch (2003) was used as investigative parameter. From this classification of referential cohesion, it was proposed to investigate the analysis of these forms in twenty texts of ten students, collected in two workshops of textual production: the first consists of a short story and the second in an opinion article. The analysis showed that the strategies of referential cohesion are present in the stories and articles of opinion produced by the students. However, the majority presents certain cohesive inadequacies in relation to the use of anaphora that do not correspond to that expected at the end of elementary school, considering the learning perspectives in Portuguese language teaching in the state public network of Piauí. For the theoretical basis of this research, the studies about Textual Linguistics were revised, according to Fávero and Koch (2005), reflections that deal from text definitions to textuality criteria according to Marcuschi's (2008) vision, coherence and cohesion, Cohesion types and forms of referential cohesion in the conception of Koch (2003), Bastos (1998) and Antunes (2003; to deal with the production of written language in the school, the studies of Geraldi (2003), Kato (2003) and others were used.