Processos referenciais em textos argumentativos: uma proposta pedagógica para o desenvolvimento da escrita

Abstract

This research consists of an analysis of the use of anaphoric referential processes in the argumentative writing of students in the ninth year of elementary school at a state school in the municipality of Montes Claros (MG) and investigates the contributions of these cohesive resources to the development of argumentativeness. In this sense, we aim to show that referencing (specifically coreferential and encapsulating), as an argumentation strategy instantiated in the review genre, contributes to the development of these students' proficient argumentative writing. The theme of the work emerges from the fact that, in textbooks and institutional assessments, referencing is limited to the ability to substitute words in order to avoid vocabulary repetition, thus excluding its discursive characteristic. Through a qualitative interpretative methodology that follows the assumptions of bibliographic research, we propose, based on the diagnosis, a pedagogical sequence with dynamic and motivating activities in order to improve the approach and use of the phenomenon under analysis.