O ensino da gramática em dis(curso) : a formação do leitor/escritor cidadão

Abstract

The present study aims to present intervention strategies with the purpose of developing skills of students from 9th grade of a public elementary school — Escola Municipal Núcleo Educacional São Cristóvão —, in Dom Basílio (BA) municipality, intending to correct difficulties in the use of conjunctions as cohesion elements by establishing an appropriate sense of meaning between the text's statements. This reseach works specifically with coordinatin conjunctions and the relations of meaning they establish in the text. We aspire to answer the following question: how can we develop the skills of 9th grade students from Escola Municipal Núcleo Educacional São Cristóvão, in Dom Basílio (BA), so they can use, properly, coordinating conjunctions, recognizing the relations of meaning that these conjunctions can estabilish between statements to produce cohesion among parts of the text? We start from the hypothesis that methodological strategies based only on traditional grammar, which exclusively offer decontextualised and distant activities of the daily language's practice, and also the absence of interventive activities that promote the teaching of necessary skills for the assimilation of meaning relations that coordinating conjunctions establish between statements, contribute to the difficulties faced by the students, that do not recognize these conjunctions as important elements of textual cohesion. We first sought to diagnose the types of difficulties faced by the students through activities of interpretation and production of texts by them, in order to understand and subsequently construct an intervention proposal that would allow us to remedy the difficulties linked to the proper use of coordinating conjunctions as elements of textual cohesion. For the development of the present research, we used the theoretical-methodological assumptions of Textual Linguistics and Applied Linguistics. The study was developed in two stages, being the first of investigative- diagnostic nature and the second of investigative-interventive sort. Supported by the theoretical basis consulted, we made a diagnosis and then, through the intervention proposal, we presented a suggestion to improve the process of learning of coordinating conjunctions, which is to work the conjunctions trying to show the effects they provoke in oral and written texts and, also, to explore issues related to construction problems they can present when used improperly.With the development of the investigative-diagnostic phase,we verified the youths studied present, in fact, difficulties in using the elements of cohesion, not properly recognizing the relations of meaning the coordinating conjunctions establish in the construction of written texts, and that such difficulties are related to a lack of understanding of these grammatical elements as a linguistic term that is a tool in service of their own text.