A intertextualidade explícita e a progressão temática em produções textuais do ensino fundamental – um trabalho com cartas argumentativas à luz da linguística do texto

Abstract

The aim of this doctoral study is to investigate how the relationship between explicit intertextuality and thematic progression helps in the written productions of 9th grade students, based on the work with the genres, such as letter from the reader, complaint letter and open letter. The specific objectives elaborated for the research are: to verify if the postulates of Text Linguistics, based on action research, favor the teaching and learning processes of textual production in the classroom; to find out if the principles of process writing contribute to the writing development of elementary school students; to reflect if the Interactive Textual Evaluation helps in the improvement of the rewriting of the students’ texts, in order to approach intertextuality and thematic progression. The work is anchored in Vygotsky ([1984], 2007; [1988], 2014 e 1989), Beaugrande and Dressler (1981), Marcuschi (1983, 2012), Koch (2015), Fávero and Koch (2012), Koch, Bentes and Cavalcante (2012), Thiollent (2011), Burns (1999, 2010), Dolz and Schneuwly (2004), among others. White and Arndt's (1991) Process Writing supports the research methodology, which is qualitative. This research is justified by the opportunity to ensure that factors/elements of textuality, such as intertextuality and thematic progression, have space in the forwarding of argumentative written production in the elementary school classroom. Regarding the results, according to the analysis, we can state that the students' productions progressed the theme(s), mainly through the use of explicit intertextuality. It is also verified that the relationship between intertextuality and thematic progression happens, above all, through explicit intertextuality by reference to texts. About the written textual production, in the classroom, the students lived the experience of the writing process, that is, they lived the text as a learning process containing dialogical (interactive textual) evaluation and opportunity for rewriting. Thus, we understand that both intertextuality and thematic progression are indispensable when working with argumentative written production, especially with elementary school students.