A conexão e a coesão nominal em cartas pessoais produzidas por alunos de 9º ano

Abstract

This research begins with an overview of how the Portuguese Language classes are structured to learn textual production and stresses the need for the school not to omit such much needed teaching to the students. It shows how textual production delimited by genres is seen in the BNCC, classroom practice and textbook currently. Then, through the analysis of written texts, how does the use of textualisation mechanisms (connection and nominal cohesion) in textual productions made by students of two classes of 9th grade of Elementary School in a public school located in the city of Itapajé and through the development of a didactic sequence with writing activities in the personal letter genre (in situations very similar to real communications), it helps students to appropriate the techniques and practice necessary for a coherent writing, through efficient use of the mechanisms of connection and nominal cohesion. As a result we also have the security that the participants of this action research will now have whenever they need to make use of the writing in real situations of communication by which, of course, they will pass later to the conclusion of the research. We take as reference basis for the mechanisms of textualization the Sociodiscursive Interactionism of Jean Paul Bronckart (2007), in addition to the Textual Analysis of the Speech of Jean Michel Adam (2011). We also use Dolz, Noverraz and Schneuwly (2004) to inspire us at the moment of intervention and the generation of data and regulation in the process of learning written production.