Os processos referenciais na (re)escrita de textos de alunos do 9º ano: um destaque para a anáfora

Abstract

This research aims to analyze the occurrences and contributions of their functions in the construction of meaning and reframing in the (re) writing of gender texts, produced out by students of the 9th grade of elementary school, from a state public school, located in the city of Caxias - MA. The corpus consists of written text papers affected by the research subjects, called participants here. The research contributes to important reflections on questions such as: a) when the (re) writing process is observed, do anaphors and their functions help students' construct to evolve? b) in the written production of the genre called tale, which referential progression strategies, among the students surveyed, are recurrent in anaphoric referential chains? c) from the written production of the genre called tale and its refraction, do students develop language skills for what society requires? We sought in Textual Linguistics and in studies on referencing support for this research. For that, it relied on authors such as Mondada e Dubois (2003), Koch (2004), Bakhtin (2011), Custódio Filho (2011), Cavalcante (2012), Silva (2013), Cavalcante, Custódio Filho e Brito (2014), Bezerra, B. G. (2017), among others. The methodology adopted was bibliographic, field, exploratory, with ethnographic characteristics and a qualitative and quantitative basis. The analysis of the results revealed the need for a pedagogical intervention proposal that considered the role of anaphors in the construction of the referential chain and the elements of referential progression used in the resumes as processes that contribute to cohesion and coherence in (re) writing, taking the genre tale as an object.