Produção de leitura: os valores semânticos dos advérbios na construção de sentido do texto

Abstract

This research seeks to reflect on the mother tongue teaching aiming to reduce perceived difficulties on the process of reading in a specific way, taking into account the adverbs in the construction of meaning by the students of the 8th grade of the Elementary School II, class 82 of the Mestra Bezinha Gandra State School. The hypothesis is that the students’ difficulty to recognize certain discursive strategies used in the production of discourse, among which being the use of adverbs one of the factors that prevent students from reading a text effectively. As theoretical basis, we chose the conception of textual genres by Bakhtin (1992, 2003); through reading strategies by Koch e Elias (2009, 2015) and Solé (1998, 2012); Kleiman (1995, 2016), Castilho and Castilho (1992, 1996); conceptions of reading adopted by Freire (1902) and Antunes (2003, 2009); cognitive aspects of reading, Cagliari (1997) and Fulgêncio e Liberato (2004), in the understanding of reading as a process in which individuals of society convey linguistic messages in order to recover the thought of the other. Rojo (2012) and Lemke (2010) who represent the theoretical currents regarding literacy and multiliteracy; Bechara (2009), with the system of symbolic signs; Marcuschi (2008), with linguistic postulations; Smith (2003) and Foucambert (1994), with postulations about reading, understanding, relating it to relevant aspects of the world around us claiming that reading means being questioned by the world and by oneself; Ilari (1992) and Bronckart (1999), aspects on thematic modifications; Neves (2015, 2016) who advocates the good use of language; and the National Curriculum Parameters of the Portuguese Language (PCN, 1998) which contribute to linguistic elements in a punctual way: language, language in the communication process. This research was motivated by a situation which happened in the classroom, in relation to the level of reading presented by the students of the researched class. When analyzing the performance of these students in the day to day classroom great difficulty to read texts was found. Thus, through the action research we intended to use the theoretical and methodological assumptions of Textual Linguistics and ethnographic research to verify the semantic value of adverbs in the construction of the text meaning and also to contribute to the process of textual understanding and interpretation, applying the Pedagogical Intervention Proposal. In this way, it aims to minimize the difficulties found in the process of teaching and learning Portuguese in the reading classes.