A abordagem da coesão textual na coleção Língua Portuguesa

Abstract

This work aims to investigate how the Portuguese Language collection (2013), by Roberta Hernandes Alves and Vima Lia Martin, aimed at High School (1st to 3rd year), deals with textual cohesion and if this phenomenon is related to reading teaching, textual production and / or linguistic analysis. The present research is qualitative and documental based, above all, on the theoretical assumptions of Antunes (2005), Koch (2010, 2015), Marcuschi (2008, 2009) and Fávero (1988, 2000). As methodological procedures was made an initial search in the summary trying to identify the units in which textual cohesion was approached. From this, it was examined the approach of the phenomenon, as well as observed in which axis of education (reading, production or linguistic analysis) it fit. When we conclude the analysis, we find a satisfactory scenario in relation to the work with textual cohesion, since it is in line with the most up-to-date literature in the area of Textual Linguistics, as well as with official documents of language teaching. We observed that the insertion of the content of textual cohesion in the works had its importance in the teaching process of reading, as well as textual production, and could to contribute significantly to the expansion of the linguistic-communicative competence of the high school students.