Relações conjuntivas sob enfoque sistêmico-funcional: uma experiência em sala de aula

• Autor(a) principal: Paiva, Carla Macpherson Garcia de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/5982
• topic: Systemic Functional Linguistics; Thematic structure; Conjunctive relationships; Teaching dissertative-argumentative writing; Linguística; Redação Estudo e ensino; Língua portuguesa Português escrito; Redação Exames, questões, etc.; Exame Nacional do Ensino Médio (Brasil); Linguística Sistêmico-Funcional; Estrutura temática; Relações conjuntivas; Ensino de redação dissertativo-argumentativa; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Writing is a complex authorial activity that demands from the subject engaged in the social interaction a series of conscious choices, decisions and linguistic operations. However, observation of the thematic structure of the dissertative-argumentative essays produced by students preparing for the National High School Exam (ENEM) indicates an issue relating to awareness of the establishment of conjunctive relationships between periods and paragraphs. A dissociation between reading practice and the production of text of the same genre might be underlying this problem, due to writing teaching practices more focused on preconceived structural models than on critical reflection on the composing elements of the textual structure. Thus, following Halliday s Systemic-Functional Linguistics framework (HALLIDAY; HASAN, 1976 and 1989; HALLIDAY; MATTHIESSEN, 2014; MARTIN and ROSE, 2007 and 2008; EGGINS, 2004), this study analyzes a set of sixty dissertative-argumentative essays, written by thirty participants. It focus on system of CONJUNCTION, in order to investigate the contribution of reading and writing exercises based on the systemic-functional concepts of textual cohesion to the improvement of student's writing. The overall objective of this study is to establish the relevance and effectiveness of Functional Systemic Linguistics in teaching the use of conjunctive adjuncts as a cohesive resource in dissertative-argumentative writing. To achieve this, the study followed five specific objectives: analysis of the cohesive choices regarding the conjunction in the connection between periods and paragraphs in essay written by the participants at the beginning of the course.; identify the four conjunctive relationships highlighted by Michael Halliday (additive, adversative, causative, and temporal).; implementation of SFL based period and paragraph cohesion exercises; repeat the previous procedure applied to the essay produced by the participant at the 2016 ENEM exams; contrasting both results in order to analyze the SFL exercises contribution to students choices. The results identified a substantial increase in the use of conjunctive adjuncts, in particular the causal of results. The results analysis indicates that the exercises contributed to the development of students' awareness of their cohesive choices, contributing also to an overall improvement to text organization