A paragrafação na organização do texto escrito: uma proposta de ensino para alunos do 9º ano do Ensino fundamental

Abstract

This work invests in the didatization of the organization of the written text, through the paragrafation. The aim of this study was to analyze the macrostructure and superstructure of the texts of 9th grade students, in order to identify the problems related to paragrafting strategies and the possibilities of delimiting the paragraphs in typographic and linguistic-cognitive terms. Its specific objectives are: to identify and describe the presence or not of planning in the organization of the text of the students; examine and describe the topical structure manifested in students' texts; demonstrate the importance of the topic in the construction of a coherent paragrafting; to elaborate a didactic proposal about the paragrafication, taking as a basis genres in which argumentative (expor / prove) sequences predominate. The study takes as general theoretical assumptions the grammar of text in the model presented by Van Dijk (2000) and the textual typification presented by Adam (2008). Besides these authors, the work was based on the notion of discursive topic in Jubran et al. (1992) and in the study of paragrafting postulated by Rehfeld (1984). It is a research of an applied nature, since it aims at the production of knowledge that has practical application and directed to the solution of real and specific problems; has a qualitative character, insofar as it considers a dynamic relation between the real world and the subject that can not be translated into numbers. The subjects of this research are students of the 9th year of elementary education II, of urban school of the public network of the city of Macapá, Amapá. The results of the study demonstrate a tendency for the student to produce argumentative type text with predominantly typographic paragrafting criteria, which reduces the possibility of detailing the discursive topic and compromises text slicing and, consequently, argumentativeness. With the objective of developing the students' textual-discursive competence regarding the paragrafation, the work presents a didactic proposal about the properties of the centration and organicity as parameter to be adopted in the work, in the classroom, with the paragrafation of texts of argumentative superstructure. The proposal is based on the genre of opinion, whose paragrafting is of the order of exposition / argument.