Estratégias anafóricas em redações escolares: uma proposta de ensino por meio de sequência didática

Abstract

This paper aims to present a didactic experience with the textual genre Enem essay, with emphasis on studies about the processes of anaphoric referencing, in a 1st year class of High School of a public school in the state of Pernambuco, located in the city of Orobó. For this, this study presents itself in qualitative and quantitative approach, in applied character, with interpretative objective and interventional procedure, also characterizing itself by adopting the didactic sequence model of Dolz, Noverraz and Schneuwly (2004). Regarding the corpus, this will consist of two corpuses of twelve compositions produced by students of the 1st year of High School during the didactic sequence, with Corpus I being the set of the first version of the texts produced, and Corpus II the set of the last version of each text. As a theoretical framework, we consider Marcuschi (2002) and Costa Val (2006) regarding the studies of textual genres; Coroa (2016) and Elias (2016) with regard to textual typologies; Koch (2003, 2004, 2006, 2017) and Cavalcante et al. (2017) with regard to conceptions about the referencing process; among others. The results clearly point out that the mistakes made regarding the referential processes compromise the discursive-argumentative relations of the text, disfavoring cohesion and, consequently, textual coherence (analysis of Corpus I). On the other hand, there was a significant evolution in the written production of the students at the end of the application of the didactic sequence, from the systematized study through modules with diversified activities with emphasis on the study of anaphoric strategies (analysis of Corpus II). Therefore, it is clear how important it is for Portuguese Language teachers to successfully work with referencing mechanisms, offering students subsidies for the development of skills and for the effective and reflective use of the language.