A constituição da coerência na produção textual de alunos de 5º ano

Abstract

The production of texts in the classroom is regularly linked to the artificiality in the development of writing activities. In the case of textual production - whose objective is the materialization of 'the saying' and the promotion of verbal interaction between the interlocutors - this superficiality might result in the difficulty in generating proficient writers who build meaningful outputs in their content, in this specific case: The writing. Focused on the thematic production of texts in the Early Years of education and regarding the students' difficulty in attributing coherence in the production of texts, it was established as the general objective of this research investigating how teaching strategies contribute to the constitution of coherence in the essays of 5th-grade students of Elementary School. Therefore, we intended to answer the question that drives this study: How does the elaboration of teaching strategies aimed at textual production contribute to the teaching work in the process of constructing the coherence in the texts of students from the 5th year of Elementary School? Theoretically, this study is based on the interactionist and dialogic conception of language - referring to Bakhtin (2003 [1979]); Bakhtin/Volochinov, (2006 [1929]) - comprehending language as a form of discursive interaction. We also based on Geraldi (1997; 2006) to reflect on the teaching of the Portuguese language, more specifically, on work as textual production, articulated with discussions on textuality and coherence ran by Costa Val (2006), Koch and Travaglia (2004). Methodologically, this research falls within the scope of Applied Linguistics, with a qualitative approach, with an interpretive character, and ethnographic stamp. Aiming to fulfill the objectives and requirements of Profletras, and as a result of this study, we developed a pedagogical proposal for the Teacher - focusing on textual coherence for students in the 5th year of Elementary School. Due to the Covid-19 Pandemic, it was not possible to apply this proposal in the classroom. Therefore, this research was redirected as propositional. However, in future opportunities, we seek to implement this developed pedagogical material in order to analyze the target achievements of this research.