A coesão referencial na produção de memórias literárias por alunos do 7° ano de uma escola pública estadual de Oeiras(PI)

Abstract

This work contemplates the studying of the text discoursing the questions of referential cohesion, in an approach focused on elementary education, after evidencing the difficulty of 7th year students in employ using the textual cohesion mechanisms to interconnect the several segments of the text , giving it unity of meaning or thematic unity. Thus, this research has as its general objective to evaluate the performance of 7th year students in relation to the construction of referential cohesion in texts of the genre literary memories. From the perspective of Textual Linguistics, the research is based on the works of Bentes (2004) Antunes (2005 and 2010), Marcuschi (2008), Koch (2010 and 2014), Fávero and Koch (2005), Koch and Elias (2018) Cavalcante (2017), Mondada (2005) among others, in addition to considerations brought by PCN and BNCC. We collected date in texts of the genre literary memories produced by students of the 7th year of a state public school in Oeiras-PI, collaborating subjects of this research. We seek showing how the textual referents and what resources they use in order to maintain the discursive thread. Thus, we describe the occurrence of cohesion in the texts produced by the students, turning to the mechanisms of referencing, and we point out their difficulties in employing such mechanisms. We verified from this investigation, that students mainly use the mechanism of referential cohesion by pronominal substitution, and above all use the personal pronouns of 3rd person to resume the object of speech, motivated by the constancy of this resource in orality. We verified also that the use inappropriate of the repetition of the some lexical item is one the factories that harms the textual progression. In this sense, we have prepared an intervention proposal with a view to contributing to overcoming students' problems by linking the constituent parts of a text and diversifying the use of cohesive resources, in order to lead them to build more texts that are coherent. The referred proposal consists of a didactic sequence organized in four moments and, in general, aims at improving the student's text production, as well as intends to contribute to the teaching of the Portuguese language, making it pleasant, effective and significant.