Proposições sobre o uso e análise dos articuladores textuais/discursivos em textos narrativos e expositivo-argumentativos: uma contribuição para Ensino Fundamental II

Abstract

In writing activities, one of Portuguese teacher’s concerns is the difficulty of students due to their incipient knowledge about linguistic resources whose function, within texts, is to signalize the diverse semantic relationship (logical-semantic and argumentative) instantiating between their segments, to promote a space-temporal organization in the textual linearity, as well as serving to introduce comments about the form or the mode of formulate utterances. About this issue, this dissertation shows as theme “The teaching of textual/discursive discourse markers to 8th grade elementary school students”. The general objective of this work is, from a diagnostic research, to develop a didactic material to contribute with the teaching-learning of textual/discursive articulators, either inside narrative base texts or expositive argumentative base texts. The research’s theoretical bases are guided in theorists like Ducrot (1977), Bronckart (2007), as well as and also with scholars who were engaged in debating phenomenons of textuality, like Koch (1995, 2009, 2011), Koch and Elias (2016), Val (1999), Antunes (2003). In methodological terms, supported in the considerations of Gil (2002) and Brandão (1999), is situated the following research, about their procedures, as a participated research, this is a quantitative qualitative approach, in terms of Ludke and André (2013) and Creswell (2010). The collected preliminary data for this research are derived of implemented workshops in the classroom, analyzed within the established understandings to this research. In relation to the didactic proposal, this was supported in the orientations from Dolz, Noverraz and Schneuwly (2004) and guided in the teaching project of Lopes-Rossi (2002), who puts in focus three language practices, reading, writing and disclosure. From the diagnostic research results, that pointed limitations in the usage of articulators by the students in their writing production, which showed frequent reiterations about one type of articulators of commonly usage within the linguistic practices (which compromise the text’s style) and few access to a variety of articulators who can be available in the language, it was produced an Activity Book using the didactic approach, entitled Learning more about the textual/discursive articulators in narrative and argumentative texts, whose finality is not only contribute to more knowledge related to these articulators usage by the students, but also to open a talking space with Portuguese teachers. About the discursive genre, it was opted by two types: the one with narrative base (story) and one with expositiveargumentative base (opinion article), whose open to more opportunity in the discourse markers approach, into this research’s object of study.