Por um ensino produtivo da coesão textual: uma análise em livros didáticos

• Autor(a) principal: Meira, Maria Eduarda do Nascimento
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20679
• topic: Textbook; Textual linguistics; Textual cohesion; Livro didático; Linguística textual; Coesão textual; Língua portuguesa – Estudo e ensino; Livros didáticos; Linguística; Coesão (Linguística); LINGUISTICA, LETRAS E ARTES::LETRAS

Textual cohesion is a subject of great relevance for the teaching and learning processes of the Portuguese language. Scholars often investigate how Basic Education students use cohesive resources in the construction of their texts. However, researches that are engaged in the analysis of the approach of textual cohesion in textbooks destined to basic school are in smaller quantity. Given this finding, it is worth highlighting the need for this type of study, mainly to observe what type of content on textual cohesion is linked to textbooks. Thus, the main objective of the research in question is to analyze how three textbooks of the 3rd year of high school, approved by the PNLD 2018, guide the teaching of textual cohesion. In addition, it is intended to identify whether there is a close relationship between what is exposed in the activities of textbooks and the theoretical perspectives that deal with the subject, under the bias of Textual Linguistics, namely: Koch (2018), Antunes (2005), Fávero (2006), Cavalcante (2003) and Tedesco and Santos (2019). Therefore, from the methodological point of view, two stages of analysis of the chosen corpus are determined, namely: the first consists of selecting some words that allude to those theoretical perspectives, in order to identify and analyze them; the second consists of creating a script composed of questions that also guide the analysis of cohesion in the selected corpus. Based on the study carried out, it is possible to state that, although the three textbooks work with the notion of textual cohesion, and offer activities that aim at the use of cohesive resources, the approach to this content manifests itself, mostly, in a decontextualized, guided, many times, in the identification and classification of conjunctions of the compound sentence. Therefore, in general, it is necessary that textbooks invest in more productive approaches to teaching textual cohesion, for this, they can provide more contextualized activities, fundamental in text production, favor the analysis of cohesion in genres with more complex relationships, and expand the notion of reference beyond structural articulation