A coesão lexical em textos de alunos do 9º ano da rede pública de ensino: em busca de uma estratégia metodológica.

Abstract

In this work, we will analyze ten (10) essay-argumentative texts, specifically opinion articles - produced by students of the 9th grade (morning shift) of the public school system of Assis Chateaubriand Municipal School of Education, located in Bayeux (PB) , observing the use of the lexical cohesion mechanism. We took as a parameter the Competence IV of the Writing Matrix of the ENEM (National Examination of High School), in search of a methodological strategy, that helps in the teaching and learning of these students in the last year of Elementary Education. We have the theoretical apparatus of the following authors: Antunes (2003/2005), Koch (2014), Costa Val (1994), Abreu (2000), PCN's (1998,2001), OCEM's (2006), Marcushi (2000,2008), among others . We intend to promote interventional activities of reading and textual production in the 9th year of elementary school capable of fostering a greater interaction / dialogue between text and reader, inducing activities of interpretation, reflection, construction of new senses - through a diversity of exposed genres in the classroom. The present work seeks to highlight the impacts caused by the activities of reading and textual interpretation and the ability of the students to present their ideas and point of view in textual production. Summarily, we consider this research to be significant, in terms of promoting the critical and reflective development of students, as well as making them more active in the Portuguese Language class.