A descrição como recurso textual-discursivo na produção escrita de alunos; proposta didática para o Ensino Fundamental

Abstract

This work has as its theme the description as a textual discursive resource in the students’ written production. It is worth noting in this study the fact that the description, as a resource of textual composition, contributes to the coherence and it fits to the argumentativeness. Students find it difficult to operate / write descriptive sequences with an argumentative / expressive value. And the description constitutes a daily sociodiscursive demand. Considering these points, this research asked: what knowledge do students have regarding the use of descriptive sequences? It aimed to design and carry out a didactic proposal - partially based on Lopes-Rossi (2011; 2006) - composed of activities that analyzed the description as a textual / discursive resource, aiming at the development / improvement of the students' descriptive competence. Methodologically, this work was guided by the processes of research-action. A descriptive / exploratory analysis was made of how the textbooks, from three collections of Portuguese Language, intended for the final grades of Elementary School, didactically approach the typology description. It was analyzed, diagnostically, if the students researched add descriptive sequences to their texts / tales. If so, how do they proceed? Then, the proposal was applied and the results analyzed, observing the new texts / tales written by the students. This work is substantiated on the theoretical constructions of Textual Linguistics, concerning the text and the fact that textuality is the result of the connection between linguistic and non-linguistic factors; and the interactional conception of language when dealing with the writing process - (KOCH 2017; 2016); Marcuschi (2010; 2012); Antunes (2010); and Bronckart (1999). And, above all, it is guided by exposures of Marquesi (1995; 2007; 2011; 2017) concerning the formulation of a theory to the descriptive superstructure and to the linguistic-discursive specificities of this typological sequence. In the process of the research, it was identified that, predominantly, the activities suggested by textbooks cover the description superficially, out of the contexts, or as a pretence for metalanguage. The results obtained after the implementation of the didactic proposal showed a relative progression of the constructed descriptions. The students showed progress in the development of coherently draining the characteristics highlighted by the descriptions made. Therefore, they made descriptive utterance favorable to the semantic / thematic progression of their tales. They already outline skills for building more creative, more complex descriptions: which move from the level of concrete operations to the level of logical operations, through the use of stylistic resources. It is evaluated, therefore, that undertaking teaching strategies in which the description typology is studied - considering its discursive, argumentative and expressive function - can contribute to the improvement of the students' ability to create verbal images coherent with specific goals (revealing the profile of a character, producing cryptic clues, creating suspense ...).