Banca de DEFESA: JEDIAEL FERREIRA DA COSTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JEDIAEL FERREIRA DA COSTA
DATE: 29/11/2019
TIME: 10:00
LOCAL: CAMPUS DE CURRAIS NOVOS - SALA DE MULTIMEIOS
TITLE:

Sequential cohesion in open letter texts: a proposal for intervention in elementary school

KEY WORDS:

Keywords: Portuguese Language Teaching. Text genre Open letter. Sequential cohesion.

 

PAGES: 130
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

This work is related to our concern as a teacher of Portuguese Language, specifically the question of how to make teaching enjoyable and meaningful to the student, so that their purpose in school goes beyond mere school approval. Regularly, the student has presented some difficulties in recognizing the compositional organization of textual genres, as well as in establishing connections through sequential cohesion connectors, making the continuity of meaning of the text unfeasible in some situations. Thus, this research aimed to investigate the use of cohesive mechanisms in the written production in the textual genre Open letter made by ninth grade students of a school in the municipality of Picuí, Paraíba. We selected as specific objectives, identify the general textualization infrastructure of the Open Letter genre; characterize the elements of sequential cohesion in the texts produced; to analyze the function of these cohesive elements in the construction of text meanings. The theoretical bases that underlie this research are based on the interactive textual studies developed by Koch and Elias (2006; 2010), Koch (2002; 2011; 2013), Marcuschi (2005; 2008), Antunes (2005; 2009; 2010), Geraldi (2011), among others. Regarding the methodological aspects, we resorted to the qualitative and interpretative approach, based on the studies of Flick (2009), Fonseca (2002), Marconi and Lakatos (2011), among others. This research, from the point of view of research typology, meets the principles of action research, in accordance with the studies by Thiollent (2011), characterized by the intervention of the conducting teacher in the classroom under his responsibility. The research data were generated from the application of a sequence of activities developed based on the modular orientations of Dolz, Schneuwly and Noverraz, (2004), through which the students produced an initial version and a final version of the Open Letter. In the initial productions we tried to identify and analyze the general open textual textualization infrastructure, focusing on the semantic relations established by the sequential cohesion connectors, in view of a pedagogical intervention mediated by the application of an SD. In the initial version, students appropriated some connectors in order to establish the relevant semantic relations; Regarding the final production, new connectors were found, thus expanding the use of the connecting links, providing the implementation of new semantic relations and, consequently, contributing to the establishment of textual cohesion. Regarding the textual genre, we found that, in general, the students produced texts that fit the specifications of the Open Letter. Thus, the data converge to achieve the intended objectives, since students were able to expand the use of connectors, as well as write an Open Letter, so that it was understood by users.

 

Keywords: Portuguese Language Teaching. Text genre Open letter. Sequential cohesion.

 

 

 

BANKING MEMBERS:
Interna - 349683 - JOSILETE ALVES MOREIRA DE AZEVEDO
Interna - 348014 - MARISE ADRIANA MAMEDE GALVAO
Externo à Instituição - ANANIAS AGOSTINHO DA SILVA - UFERSA