Banca de DEFESA: THIAGO ESPÍNOLA DE MEDEIROS
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : THIAGO ESPÍNOLA DE MEDEIROS
DATA : 17/08/2018
HORA: 16:00
LOCAL: CAMPUS DE CURRAIS NOVOS
TÍTULO:
SEQUENTIAL COHESION IN THE WRITTEN PRODUCTION OF ELEMENTARY SCHOOL STUDENTS
PALAVRAS-CHAVES:
Teaching; writing, genre open letter; connectors; action-research.
PÁGINAS: 153
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:
Writing, for having a relevant role in society, has been, over time, approached by scholars, in the field of Education, Applied Linguistics, Linguistics, among others, as a necessary practice for individuals to assume their roles as critical and participatory citizens. Therefore, it is necessary that the school, especially the teachers, carry out an effective work, aiming at the student to produce texts in their different modalities with which they can interact in the most different places and situations. It is common to observe that when asked to produce a certain text, the student does it with some problems, precisely, of order of cohesion. Based on these considerations, this work focuses on the textual production of these students, regarding the use of sequential cohesion elements, for constructing the meanings of the text. Thus, this research is guided by the following question: how the students of 8th grade use sequential cohesive elements in the written text they produce? For this, it was defined as a main objective to investigate how students use the connectives in textual productions in the open letter genre. They were selected as specific objectives: to identify the specificities of the genre open letter; identify the cohesive elements in the texts; to specify the semantic relations established by the cohesive elements in the text; to recognize if the elements of sequential cohesion serve the communicative purposes of texts. As a theoretical bases Koch and Elias (2010), among others, were adopted as the theoretical basis, according to Koch (2002, 2011, 2013), Marcuschi (2008), Antunes (2005, 2007, 2009, 2010). From the methodological point of view, the work favors action research, qualitative Thiolent (2012), Creswell (2010), whose proposal to meet the objectives of improving the student's textual production adopts the work with the didactic sequence, according to with the proposal of Dolz, Noverraz and Schneuwly (2004), this also served as instrumental for the generation of data. Through it, the students produced two texts, an initial version and a final version, that were compared to observe the use of the connectors, as well as the textual genre. It also provided opportunities to reflect on the entire application of the sequence, which were therefore annotated to serve as data for analysis. Regarding the results, it was observed that the didactic sequence generated the production of fourteen text pairs (initial version and final version). In the initial version, students used 247 connectors to establish the semantic relationships necessary for the purpose of the text; already, in the final production, 341 connectors were found, being 94 more connectors, thus pointing out that in the rewriting the students were able to use other connectives that they had not yet used, they varied these connectives to establish relations that they already knew when they used other connectors. In addition to this aspect, we launched a look at the open letter textual genre, it was noted that of the fourteen pairs of texts only one did not meet the specificities of the genre. Therefore, the data point to the achievement of the intended objectives, since it was observed that the students were able to expand the repertoire of connectors, besides also learned to produce the genre open letter.
MEMBROS DA BANCA:
Interno - 1451653 - ALEXANDRO TEIXEIRA GOMES
Externo à Instituição - LUCINEUDO MACHADO IRINEU - UECE
Presidente - 348014 - MARISE ADRIANA MAMEDE GALVAO