A coesão referencial: uma proposta didática aplicada ao 7º ano do ensino fundamental

Abstract

The purpose of this work was to discuss the importance of cohesive relationships for the construction of a written text. To this end, we focused on cohesion processes, in order to investigate the referencing strategies used by students in the 7th year of Elementary School, with a view to expanding their writing skills, in terms of referential cohesion. Thus, anchored in Antunes (2003), Marcuschi (2002), Geraldi (2003), Soares (1998), the Portuguese Language PCN (1996), the BNCC (2018), among other texts, we discuss the teaching of writing of different genres; and we turned to Antunes (2010, 2005), Fávero (2002, 2006), Koch (1994, 2000), Cavalcante (2017, 2022), among other authors, to think about textual cohesion strategies, in particular, the processes of important referencing for text composition. As for procedures, we used bibliographical research, as we consulted texts that supported our theoretical reflections and documents guiding language teaching, and action research, as we got involved in practical research situations, formulating action strategies and collectively reflecting on them. Thus, through workshop applications, we sought to understand how students used referencing strategies in the production of texts, so that we could think about activities that, perhaps, could solve the biggest problems observed. We understand, with experience, that the development of writing competence is created from stimuli, and the way in which the teacher works with writing in the classroom contributes greatly to creating a generation of competent textual producers, accustomed to writing , with a more coherent, cohesive language suitable for different communicative situations. We believe that the didactic procedure applied contributed to expanding the reading and writing competence of the students involved in the process, thus contributing to their academic and civic education.