A articulação de orações na produção escrita de alunos do 9º ano o ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Furtado, Maria Katiane Liberato
• Orientador(a): Nogueira, Márcia Teixeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Articulação de orações; Funcionalismo; Proposta didática; Articulation of sentences; Functionalism
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/32141

Portuguese language classes have been, for a long time, and still are, in many classrooms in Brazil, centered on the teaching of rules and models of good speaking and writing. |This prescriptive positioning is insignificant for many students, who do not relate the knowledge learned at school with their practical lives. Grammatical subjects, among which coordinated and subordinate clauses, usually, studied by a classificatory aspect, with an emphasis on metalanguage, are not related to concrete communicative contexts. A considerable part of the written textual productions of 9th grade elementary school students from the Public School of Education of Ceara State show low dominance of articulations of clauses in sentences. The texts are produced mainly by sequences of simple sentences (or consisting of nesting), in which its syntactic and semantic relations do not appear on the textual surface. Based on this observation, the objective is to develop and deepen the skills related to the articulation of sentences in written texts, so the semantic relations intended by the students, authors of the texts, are satisfactorily explained in their written productions . The methodology consists of a proposal of a productive and reflexive approach, divided into three stages: survey, intervention and evaluation. The theoretical basis of the activities is found in Language Functionalism, particularly in Matthiessen and Thompson (1988), Neves (1999) and Decat (2001), which describe the articulation of sentences as a rhetorical organization of discourse, in the integrated consideration of aspects syntactic, semantic and pragmatic. The conclusions reached in the present work confirm the initial hypothesis; that the study of the phenomenon of junction between sentences through an approach less linked to grammatical nomenclature and more guided by the use helps in a more effective way in the coherence and diversification the use of textual articulators, as well as the complexity of the constructed periods, thus favoring the development of students' writing skills.