Os sinais de pontuação na perspectiva da construção textual: uma proposta pedagógica reflexiva para o 9° ano do Ensino Fundamental

Abstract

This master degree dissertation is entitled "The punctuation marks under the perspective of textual construction: teaching strategies to develop the written proficiency of the 9th.grade students" is about teaching punctuation marks from a reflective perspective. The theme has been chosen due to the fact that the native language teaching has been the subject of constant debate and criticism because despite so many innovations proposed, it is still limited to a practice focused on the metalinguistic study of the rules provided in Traditional Grammar (TG) in most schools, which usually results in the mechanical repetition of knowledge and grammar rules in a decontextualized, fragmented and totally dissociated way of the real uses that students make in the social context. Facing this reality, we felt the need to research and investigate in order to acquire a theoretical foundation that allows to effectively develop methodological strategies for the teaching of Portuguese able to improve the writing proficiency of 9th.grade students of the State School of Pedras de Maria da Cruz, State of Minas Gerais. Therefore, the general objective evidence as contributions of a proposal and application of pedagogical intervention based on strategies that promote or study punctuation marks in a reflexive grammatical perspective, in favor of writing more cohesive and coherent texts, according to communicative activities. Our hypothesis is that an intervention, using appropriate methodological strategies to the Reflective Grammar approach may contribute to the re- signification of grammar learning related to punctuation marks, once the initial diagnostic activity applied showed that this was the second major linguistic difficulty presented by the students of the participating class,. For the development of this study we used the theoretical- methodological assumptions of Applied Linguistics and ethnographic research. The proposed research consists of two main stages, namely: the investigative-diagnostic phase and the investigative-intervention stage. After the development of these two stages, we proceeded to a comparative analysis of the results obtained in each one of them, in order to verify possible advances in relation to the development of written production skills, aiming at the validation of the constructed proposal. At the end of this study, it was possible to conclude that, although the lack of involvement by some students caused a disruption in learning, the development of the intervening action was favorable to the improvement of the writing proficiency of the students of the participating class, since there were significant advances in the quality of the text produced by most of them, especially with regard to the construction of meaning provided by the proper use of punctuation marks. This finding leads us to affirm that teaching strategies anchored in reflexive grammar should be adopted in Portuguese language classes, in order to enhance skills aimed at producing cohesive and coherent texts.