O fenômeno da referenciação por meio de “movimentos” funcionais: uma proposta didática para o ensino-aprendizagem de compreensão textual

Abstract

This article aims to analyze a didactic proposal of a text comprehension activity that focuses on the development of reference strategies through functional “movements”, according to the proposal of Custódio Filho (2011). To carry out this work, we assume that referencing, one of the textual-discursive strategies most emphasized in study agenda of Textual Linguistics, is a sociocognitive-discursive activity that assists in the teaching-learning process of comprehension textual. We established as a central question of our research to verify if the assumptions of referencing would help the students in the construction of text meanings. Therefore, our main objective is to assist our students in the textual comprehension activity, by understanding the referencing strategies. As a methodology, we applied the activity proposal to a 9th grade elementary school class from a public school in Fortaleza. We consider that the unveiling of referential construction through functional “movements” provided a useful and necessary reflection for students. The procedures enabled students to understand how the construction of functional “movements” makes the objects of speech progress in the course of text comprehension. We emphasize that the main contribution of this study was to show that the theoretical assumptions of Textual Linguistics could bring positive results in pedagogical practice. In order to carry out this work, we adopt as theoretical presuppositions the postulates of reference, according to Mondada and Dubois (2003), Cavalcante (2011) and Custódio Filho (2011).