A referenciação (re)categorizante em crônicas narrativas [manuscrito]: uma experiência no ensino

Abstract

This work has as research object the teaching of the process of referential chain building by the use of (re)categorization strategies. From the application of an intervention proposal we aimed to teach 8th grade students of a municipal public school in Montes Claros, State of Minas Gerais, using referential strategies of (re)categorization by nominalizations in the production of narrative chronicles. With this, we hope to enable them to work on a monitoring task and control over lexical choices and nominalizations that configure the construction of referential chains, developing the ability to produce texts written properly and with accuracy, with a view to interaction and to argumentative guidance. The research consisted of two corpora analysis, including students‘ text productions before the intervention and the rewriting of the texts at the end of the intervention process. We relied on action research assumptions, through a literature research on referral from the perspective of Textual Linguistics on socio-cognitive interactional basis. Among the nominalization strategies, we highlight those used for both related activation as well as for the recovery and anaphoric reference thereof as follows: the coreferencial and cosignificative and recategorization anaphora (for hyperonym defined expression, generic name and neutral demonstrative pronoun) as well as the indirect anaphora (by nominalization) and associative (by meronymic relation). The results demonstrate that the re-categorization processes are essential for the production of meaning and thus, for the textual progression.