A referenciação em contos de suspense: uma estratégia de leitura para o ensino fundamental

Abstract

This work aims to show that the study of referencing, instanced in indirect anaphors, as a reading strategy through the genre of suspense, can contribute to the development of reading skills for students in the 8th grade of elementary school in a public school in Montes Claros / MG. Therefore, we are based on the theoretical framework of Textual Linguistics with a socio-cognitive-interactionist basis, in studies prepared by Koch and Elias (2012), Koch (2005; 2009), Bakhtin (1997), Marcuschi (1998; 2005), Solé (1998), Kleiman (2014), Soares (2003), Cavalcante, Custódio Filho, Brito (2014), Cavalcante (2005), Mondada e Dubois (2003), among others. This research is justified, primarily, due to the unsatisfactory levels of reading proficiency measured by systemic governmental evaluations and from that, considering the importance of satisfactory work with reading in the classroom, we verified the need for proposing new strategies, aiming at transformation of that reality. A priori, we start from the following question: does the study of referencing, based on indirect pronominal and nominal anaphors, as a reading strategy, through the short story genre, contribute to the development of the reading comprehension of the 8th grade student? Methodologically, through a qualitative expedient action research, we composed two corpora, which comprise textual comprehension activities, composed of discursive questions (Diagnostic activity - corpus I - and post-intervention test - corpus II). In the light of the completed analyzes, after application of the interventional activities, we verify the hypothesis suggested in this study that, from an instigating and challenging study, of the referential processes in a sociocognitive-interactive perspective, in particular of the indirect anaphors, through the genre suspense tale, due to its instigating narrative, it is possible to develop, proficiently, the reading competence of students. As a general conclusion, the results demonstrate that the work with referencing, in a discursive perspective, contributes for the development of textual comprehension skills at the implicit level.