DIRECT ANAPHORAS IN THE CHRONIC NARRATIVE TEXTUAL GENDER: A STUDY ON FUNDAMENTAL EDUCATION STUDENTS 'PRODUCTIONS
referencing. Direct anaphora. Chronicle narrative
The present work aims to analyze the process of referencing, specifically direct anaphora, in the construction of meaning in the texts produced by 8th grade students of a municipal school of Fortaleza/Ce, in the textual genre chronic narrative. Specifically, identify the use of referencing in texts produced by students; identify the anaphors used by students in the moment of writing; analyze how direct anaphors contribute to the construction of text meanings; interpret how these direct anaphors contribute to the construction of texts meanings. To account for these objectives, we start from the theoretical notes of Marcuschi (2008), Cavalcante (2012, 2013, 2014), Custódio Filho (2014); Brito (2014), Koch (2004, 2005, 2006, 2007, 2013); Bentes (2005), Antunes (2005), Bakhtin (2011), Bender and Laurito (1993), Dulcina (2005), Costa (2008), among others. From the methodological point of view, this work follows the guidelines of the action research proposed by Thiolent (1998, 2011), in addition to adopting as a procedure of analysis the qualitative approach of the data (Bortoni-Ricardo, 2008; Bogdan and Biklen (1994). The corpus was generated from an organized pedagogical intervention in the molds of a didactic sequence (Schneuwly; Dolz, 2004). As results, we expect that the eighth grade students realize the use of referential elements in order to build meaning in the texts produced.