O trabalho com a linguística do texto e com a pesquisa-ação na escola básica: o ensino da progressão tópica

• Ano de defesa: 2018
• Autor(a) principal: Strenzel, Priscila Luísa
• Orientador(a): Motta, Vaima Regina Alves
• Banca de defesa: De Conto, Janete Maria , Veçossi, Cristiano Egger
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Artes e Letras
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Letras
• País: Brasil
• Palavras-chave em Português: Progressão tópica; Linguística do texto; Pesquisa-ação; Articuladores textuais
• Palavras-chave em Inglês: Linguistics of the text; Action research; Topical progression; Textile articulators
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/14139

Taking the language in its interactive and dialogical conception, the subjects who use it are seen as social actors and the text as the place of interaction itself. Therefore, the teaching of the Portuguese Language must predict textual production as a point of departure and arrival, since all forms of interaction occur only through texts. However, preparing learners for this use is not an easy task. Therefore, the general objective of this dissertation is to investigate the contributions of Text Linguistics and action research for the formation of text-producing students and as specific objectives: a) to investigate the progress of a work with topical progression to help organize the information in the text; b) search for strategies based on Text Linguistics in what concerns the concepts about topical progression to help in the qualification of the students textual productions; c) verifying textual articulators as determinants of topical progression and textual organization. The study is based on Text Linguistics. For this, KOCH (1991) is used as a theoretical contribution for Text Linguistics and for textual articulators, MARCUSCHI (2008) for the textual genres, CHAROLLES (2002) for textual progression and TRIPP (2005) and BURNS (2010) for action research. For the achievement of this study, three fundamental steps were considered: the action research, the generation of data and the analysis. As results, it is possible to highlight the positive effects of work with topical progression in the Basic School classroom: contribution in the organization and planning of the text, in the disposition of information and the established relations between them, adequacy to the textual genre and its and finally, contribution to coherence and textual cohesion.