Capacidades de linguagem na produção de carta pessoal no 8º ano do ensino fundamental

• Ano de defesa: 2025
• Autor(a) principal: Araújo, Roberto Saraiva
• Orientador(a): Leurquin, Eulália Vera Lúcia Fraga
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/82276

This dissertation aims to expand students’ Capacity of Action and Discursive Capacity, as well to work with Verbal Cohesion. To achieve this, we used a Didactic Sequence (Dolz et al., 2011) through execution of modules of text production involving personal letters as a textual genre. It was applied in a public school in Capistrano, Ceará, a state in the Northeast region of Brazil, in an 8th grade class of Ensino Fundamental, with writing skills that don’t meet to the desirable capacities of text production for that school grade. Considering text production as an essential capacity in the school context and its mastering allows progression in other fields in student’s path, study and production of personal letters are a proper way for leaners to make acquisition of confidence and technics for production of other textual genres, as well as this essay works with the usage of verbal constructions in personal letters (Silva, 2022) addressed to the own writer in the future. This approach in the teaching meets with Sociodiscursive Interactionism by allowing the didactic process through practices that encourage students’ interaction with the use of language. In order to achieve it, this work used the following theoretical resources: Language Capacities (Schneuwly; Dolz, 2011), particularly Capacity of Action and Discursive Capacities in order to produce personal letter and also the mastering of a Mechanisms of Textualization (Bronckart, 1999), which this work considers Verbal Cohesion in one of its Mechanisms as an element that plays a role in the relationships of continuity and discontinuity an/or opposition in verbal syntagma. The methodology for data creation is based on ActionResearch (Thiollent, 2011). The modules are displayed in a material created by the author of this academic word called Caderno Pedagógico and the author followed the guidelines in BNCC (Brasil, 2017), with orientation to apply it in the school context, involving the usage of technologies of information and communication. The mediations outcame in expansion of the Capacity of Action and Discursive Capacity, with the use of more discursive sequences when producing personal letter. By comparing the first and the final text production, although considering a small lack of written fluency expected in the last production, it’s clear a leap forward in the use of textual sequences and mastering of Language Mechanisms related to verbal cohesion in the final production.