A construção dos processos referenciais por alunos do Ensino Fundamental no processo de ensino-aprendizagem de leitura

Abstract

This article aims to analyze a proposed reading activity, focusing on the domain of referential processes. To carry out this work, we follow the assumption that the referencing phenomenon is a socio-cognitive-discursive activity of building versions of the real, proposed by the subjects, through the process of interaction. Thus, we emphasize that the construction of the reference is fundamental for the configuration of the textual coherence and, therefore, it is of paramount importance that the learners have mastery of the referential processes in the understanding of the texts. We intend, therefore, to help learners in teaching-learning to read, through the development of referencing strategies. As methodological procedures, we produce and apply a reading comprehension activity to students in a 9th grade class of elementary school, focusing on the construction of referral processes. We consider that the proposed pedagogical activity helped the apprentices in the construction of the meanings of the text, making them realize that the referents are introduced and undergo successive transformations in the text. To carry out this study, we adopted as theoretical assumptions the postulates of referencing, as, mainly, Mondada and Dubois (2003), Cavalcante (2011), Custódio Filho (2011; 2014) and Cavalcante, Custódio Filho and Brito (2014).