O papel da Linguística Textual na produção de texto ao fim do Ensino Fundamental II

Abstract

Technological advances, developments in the means of communication, haste and objectivity in dialogue are part of today's society and exert constant influence in the most different social spheres. For this research, such influences have hindered the development of students in text production activities. Therefore, the concern in developing research that seeks to understand and help alleviate this problem is what justifies this study, with the general objective of investigating the difficulties presented in the production of the dissertation-argumentative text at the end of Elementary School, but specifically of students in 9th year of a private school in the city of Caldas Novas, Goiás. The research, in its specific objectives, sought to understand the phenomena that hinder text production, while the theoretical foundations of Text Linguistics used were presented in a new strategy to give new meaning to the teaching of textual production. We also sought, by compiling the results obtained throughout the process of planning, applying and improving the strategy, to compile these elements into a didactic sequence in e-book format. The research followed a qualitative methodology, with explanatory, descriptive and exploratory objectives, employed after submitting the project to the CEP of IF Goiano and the ethical guarantees ensured by TECLE and TALE. The theoretical support used is based on the contributions of Antunes (2003, 2009), Bakhtin (1995, 2010, 2011), Bentes (2006), Cagliari (2009), Coseriu (1980), Fávero (2003), Geraldi (1997, 2012), Halliday (1976), Koch (2004, 2014), Marcuschi (2005, 2012, 2008), among others who revisit the research theme. As a result, it was found that Text Linguistics in its theoretical contributions can help elementary school students and teachers in a practical way in text production activities. Furthermore, it should be noted that the difficulties involved in textual production at the end of Elementary School II are related to the lack of mastery over the formal structures of a text. To this, we can add the teacher's diverse responsibilities, which sometimes makes individualized care and the construction of personalized actions unfeasible. The Educational Product developed, entitled Uncomplicated writing: a didactic proposal for the teaching-learning of the dissertation-argumentative text, presents a didactic sequence organized in a clear and objective way and aligned with the guidelines of the National Common Curricular Base (BNCC). This material will be able to give new meaning to students' perceptions of textual production, which will take on a more meaningful and dynamic character. Furthermore, education professionals, by having previously structured material, will be able to improve their time, applying it to providing feedback and providing assistance to students.