A proficiência leitora a partir dos mecanismos relacionais coesivos pronominais no gênero artigo de opinião

Abstract

In the educational context, teachers face many challenges, one of which is specifically the problem with reading. The search for strategies to improve the reading proficiency of elementary school students - final years - should be prioritized in the classroom, but not in a decontextualized and mechanical way, but seeking a teaching that takes into account the active role of the reader in the construction of meaning(s). In the school selected for the research, in the city of Guarabira/Paraíba, low reading proficiency rates were evidenced in external assessments such as SAEB (Basic Education Assessment System), mainly in relation to descriptor 2 (D2) and levels 2 and 3 that make up the Portuguese Language proficiency scales. These problems concern the establishment of relationships between the parts of a text and repetitions/substitutions, which are important elements for the sequence and progression of the text. In this way, we justify the importance of working with this theme, which has the general objective of improving reading proficiency based on pronominal cohesive relational mechanisms, in the opinion article genre, in a 9th grade class of Elementary School. We chose to approach the discursive/textual genre of opinion articles because this is one of the genres that circulates daily in society and because the students are in the 9th grade, preparing for high school, where they will produce many argumentative texts. The research is theoretically supported by the socio-discursive assumptions of Bakhtin (2014, 2006) and theoretical contributions of Marcuschi (2018) and Koch (2010, 2011) in relation to the discursive/textual genre; Kleiman (2007 and 2008) and Solé (1998) on reading; Geraldi (1997, 2011) on linguistic analysis; Cavalcante (2000, 2012) on referencing and Melo (1985) on the opinion article genre. Regarding the methodology, the research is qualitative, of an applied, interventionist nature, in addition to being classified as action research. As a methodological intervention procedure, the reading strategies of the Didactic Sequence for Reading Discursive Genres by Lopes-Rossi (2023) were followed, which supported the activities of the pedagogical notebook. This didactic proposal provided students with an experience with reading opinion articles that made them understand the structural and functional aspects of this discursive/textual genre and the role of pronominal cohesive linguistic elements for better reading proficiency, thus contributing to the various possibilities of constructing meaning(s) of the text.