A construção da coesão referencial em contos de mistério e suspense: uma proposta de ampliação das habilidades de escrita para alunos do 7o ano do ensino.

Abstract

The following paper presents a research-action based proposal, of the qualitative interpretative sort, to be developed through a didactic sequence elaborated from the textual genre mystery and thriller stories, to be applied in Portuguese classes taking into account reading and writing, in a 7° year grade elementary public school in the city of Marabá/PA. The general objective of this pedagogical intervention proposal is to enable the teaching learning referential progression through cohesive substitution resources, by means of real practical situations of reading and writing the genre mystery and thriller, in a 7° year elementary school class. As for the specific objectives there are: Analyzing whether it is possible to enhance student’s writing, by using a didactic sequence that will provide real practical situations of the language through reading and writing; developing a didactic sequence which will auxiliate students in the development of the activities to be performed; accompanying the texts’ rewriting process. As a final product, suggest the production of a story book from the texts that will be produced by the students and releasing it in the school community. In order to do that, we took base in the theories of scholars such as: Schneuwly & Dolz (2004), Marcuschi (2008/2011), Koch (2009), Bronckart (2012), Ferrarezi (2011), Antunes (2005,2009,2011), Costa Val (2011), Magalhães (1972), Maria (2005) e Koche et al (2005). Throughout the accomplished study activities which compose the didactic sequence, the list of findings, and the theoretical reference which sustains the presented proposal have been elaborated. Keywords: didactic sequence, production of stories, referencial progression.