Anáfora pronominal e repetição lexical: estudo aplicado ao 9º ano do Ensino Fundamental

• Ano de defesa: 2015
• Autor(a) principal: Choptian, Lucia Irene
• Orientador(a): Bottega, Rita Maria Decarli
• Banca de defesa: Baumgartner, Carmen Teresinha , Coito, Roselene de Fatima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Parana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras - Mestrado Profissional
• Departamento: Linguagens e Letramentos
• País: BR
• Palavras-chave em Português: Coesão textual; Estudo da linguagem; Conteúdos; Prática docente
• Palavras-chave em Inglês: Textual cohesion; Study of language; Content; Teaching practice
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.unioeste.br:8080/tede/handle/tede/947

The overall objective of this research was to investigate the theoretical assumptions of Textual Linguistics and its relation to the teaching of textual cohesive elements benchmarks (lexical and pronoun), for applicability in the classroom context, in a class of 9th grade of Elementary School .The research was theoretical support in Textual Linguistics and educational referrals relating to language interactional conception (BAKHTIN, 2004), (GERALDI, 1984; 1997) (TRAVAGLIA, 2005). The choice of topic related to cohesive elements benchmarks is justified by the need to develop studies that contribute to the improvement of writing method in the textual productions of the students. The study was conducted based on qualitative research method was characteristic of research-action, since the pedagogical mediation activities designed to contribute to overcoming the difficulties of the students as well as possible reflection of the researcher as their teaching practice. In the development of pedagogical practice, it was used as a recording instrument classes the field diary and analysis of the activities had applied as a parameter the theoretical basis proposed by Zabala (1998), which defends teaching attitudinal contents, conceptual, factual and procedural in teaching practice. The analyzes allowed to verify that there was significant assimilation of the content proposed by the students and the objectives have been met. However, there is the need to expand educational practice with teaching attitudinal and procedural contents, as well as expand the systematic work of the textual cohesion teaching