Consci?ncia metassint?tica e aprimoramento de produ??o escrita: proposta pedag?gica para o ensino fundamental II

• Ano de defesa: 2020
• Autor(a) principal: Rodrigues, Magda do Nascimento
• Orientador(a): Lessa, Adriana Tavares Maur?cio
• Banca de defesa: Lessa, Adriana Tavares Maur?cio , Nespoli, Juliana Barros , Freire, Gilson Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Letras
• Departamento: Instituto de Ci?ncias Humanas e Sociais
• País: Brasil
• Palavras-chave em Português: Oralidade; Escrita; Sintaxe; Desenvolvimento metassint?tico
• Palavras-chave em Inglês: Orality; Writing; Syntax; Metasyntactic development
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6264

This work was developed with the general objective of investigating the syntactic construction, at the sentence level, in the written production of elementary school students at a public school in the city of Volta Redonda, state of Rio de Janeiro, in order to propose a pedagogical intervention. Based on the works developed by Castilho (2010), Gerhardt (2016), Pontes (1986), Bortoni-Ricardo and Gondim (2010), Kenedy (2016), a survey of the most commom syntactic marks in the written productions of seventh year students was made. After this analysis, a categorization of these marks was elaborated, from wich it was possible to verify the occurrence of deletion of orational terms, reactivation of lexical items, syntactic ordering of the topic-comment type, occurrence of factual items and no-marking of the syntactic border. Based on this survey, we seek to discuss possible pedagogical practices aimed at the students? metasyntactic development. Research presented by Myhill, Jones e Wilson (2016) and Gerhardt (2016) guided the development of a intervention proposal with a focus on metacognitive development based on the interaction between teacher and students in the classroom. The experience report provides a record of the evolution of these activities, in which one can verify the importance of metacognitive dialogues in the process of recognizing the differences in syntactic organization between orality and writing, as well as in the process of rewriting texts.