Referenciação e coesão textual: o papel dos pronomes na tessitura do texto

Abstract

This masterdegree dissertation presents the results of a research developed in the Post- Graduate Program Professional Master Degree in Letters - PROFLETRAS. Through this research named ‘Reference and textual cohesion: the role of pronouns in the text weaving’, a proposal of pedagogical intervention for the teaching of reading was developed and applied seeking to re-signify it. It was based on the contributions of cohesion and textual reference, seen as aspects that act precisely in the establishment of the senses by the interlocutors in the texts. It aimed to lead students to develop skills and competences that enable effective textual understanding and interpretation. It was hypothesized that the development of activities that are directed beyond metalanguage could lead the students of the 9th grade of Elementary School 2, class 901, to be in a process in which the most important feature is the meaning construction in the texts from the use of linguistic elements especially the personal pronouns enabling the improvement of reading competence. In this research, the theoretical assumptions of Antunes (2003; 2005), Cafiero (2010), Koch and Vanda (2010), Campos (2014), Cavalcante (2014), Castilho (2016) and others were used. The action research (Lakatos and Marconi, 2010), theoretical and methodological assumptions of Textual Linguistics and ethnographic research were used. The methodological proposal was based on diagnosis activities, mainly regarding reading. After the diagnosis, activities which were aimed at minimizing difficulties found in the teaching and learning of the Portuguese language were used. Afterwards, a comparative analysis of the results of the investigative- diagnostic phase with those of the investigative-intervention phase was made, considering the relevance of the proposal. Thus, the study allowed the achievement of good results and the confirmation of the hypothesis that the teaching of pronouns in an approach that goes beyond metalanguage effectively contributes to the students' recognition. And also, the use of these pronouns as referential linguistic and textual cohesion elements can ensure that these students have greater ability to read texts, interpreting and understanding them effectively.