A anáfora como processo de construção de sentidos no ensino de leitura e compreensão textual: um estudo no 7o ano do Ensino Fundamental na UEB Professora Camélia Costa Viveiros

Abstract

This research aims to verify how linguistic studies about the anaphoric reference process can contribute to the teaching of reading and textual comprehension, with a view to elaborating didactic-pedagogical material for teaching-learning process. Therefore, the specific objectives are: to identify which conceptions of text and language support the teaching practice of a 7th grade Portuguese language teacher from the institution Professor Camélia Costa Viveiros; verify how a Portuguese language teacher of this institution works the teaching of reading and textual comprehension in the 7th year; as well as the aspects of referencing with emphasis on the anaphora that are part of its knowledge and are adressed in the classroom; to prepare a notebook of didactic-pedagogical guidelines, in the format of didactic sequence, on the study of the anaphora in texts to guide the planning of the Portuguese language teacher of the 7th year of elementary school. About the methodological procedures, this research is exploratory, bibliographic and case study. In addition, this research is based on the knowledge explored in linguistics texts by authors such as: Cavalcante, Custódio Filho e Brito (2014); Koch (2011, 2014, 2015); Mondada e Dubois (2003). It was found that the Portuguese language teacher of the institution Professor Camélia Costa Viveiros, based on her teaching practice in conceptions of text and language concerning the pragmatic perspective. The teacher works the teaching of reading and textual comprehension based on some aspects related to an international dimension of language, unaware of the concept of “anaphora” in the field of Linguistics. However, it already has contact with the common national curriculum base skills that are and may be related to anaphora. In addition, it was elaborated the educational product, a notebook of didactic-pedagogical guidelines that presents a didactic sequence, composed of five class plans about the study of anaphora in texts, with the aim of guiding the planning of Portuguese language teacher of the 7th year of Elementary School.