Os processos referenciais e a construção de sentidos no gênero conto

Abstract

This work has as theme "Reading and Referencing", more specifically "The referential processes and the construction of meaning in the genre tale". In this context, we seek to answer the following questions: How referential processes influence the construction of meaning of the texts with the genre tale? How to develop activities with strategies of referencing that minimize in the difficulties of understanding in tales? We understand that working with strategies of referencing promotes the expansion of reading comprehension in narrative texts. In this perspective, the work developed with the objective of investigate how the referential processes contribute to the construction of meaning in tales, given that the strategies of referencing are fundamental to the progression and textual understanding. We start from the application of an activity of interpretation of tales using the strategies of referencing, diagnosing, thus the main difficulties in the identifying (or construction) and resumption of the referents besides organizing a job proposal with strategies of referencing for that the student to enlarges the construction of meaning in the genre tale. In this way, the research is classified as descriptive-explanatory, qualitative nature, using as technical methodological procedures field research, action research and the bibliographical research. The method used for the approach to work is the hypothetical-deductive. This study has as subject students of the 9th grade of Elementary School to a municipal school located in Cabeceiras do Piauí. The theoretical framework is based on the contributions of Mondada and Dubois (2003); Koch (2015); Cavalcante (2014); Cavalcante, Custodio Filho and Brito (2014); Koch and Elias (2006), among others. Analyzing the results of the diagnostic activity, it was noticed the students' difficulty in understanding the referential processes, compromising, thus, the reading comprehension, specially in tales. The research was concluded with the preparation of a proposal for intervention in order to ease the difficulties of understanding of tales of 9th graders, contributing, thus, with the process of teaching and learning.