A coesão textual em relatos de alunos do ensino médio

Abstract

Due to the importance that writing has in the social and academic formation of a student, and that its production requires the cohesive resources necessary to make the text adequate to normative grammar, this paper aims to analyze the analyze the cohesive resources found in reports produced by high school students, in a school located in the urban area of Mamanguape - PB, in order to observe which reiterative and connective resources are more frequent in the texts and if they are used correctly. To this end, a quantitative and qualitative research was conducted, as we aimed to analyze and account for these cohesive resources found in the analyzes. Regarding the theoretical review, we rely on assumptions from different lines of study. At first, to work the importance of the textual genre and its relation with the teaching of Portuguese Language, we based ourselves on the works of Antunes (2012), Bakhtin (1997), Marcuschi (2010), PCN (1998-2000) and BNCC (2017-2018). Then, seeking to emphasize the relevance of cohesive resources, we use the assumptions of Antunes (2005), Koch (2010) and Fávero (2009) and to provide support regarding the genre worked in the analysis, in this case the report, the works of Menezes (2015), Fontenele and Nelo (2018), Ferreira (2017), Marcuschi (2008), Aragão (2016), Parâmetros Curriculares Nacionais (1997) and Base Nacional Comum Curricular (2017) were consulted. Given the analysis developed, it was possible to verify that the most used reiteration elements were literal repetitions, grammatical substitutions, parallelism, lexical substitutions and ellipses. Regarding the connection mechanisms, it has been found that the addition relations were seen more frequently, although a relative number of complementation, opposition, justification, alternation, conclusion and comparison relationships has also been found, which imposes the finding that while these elements were used to a greater or lesser extent within the texts, they were of utmost importance in linking the textual segments and making the text cohesive and fluid. Thus, we believe that our work allowed us to reflect on the importance of using cohesive resources, as well as alerting us about the difficulties still encountered by students to articulate some reiterations in their texts, confirming the value of procedures didactics that enable the expanded knowledge of this subject.