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Os marcadores discursivos e conetores utilizados em textos escritos por alunos de uma turma de Português do 5.º ano do 2.º Ciclo do Ensino Básico
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Abstract(s)
Atualmente, os alunos apresentam cada vez mais dificuldades em produzir textos coesos e coerentes, na medida em que não utilizam os marcadores discursivos e conectores de forma adequada, o que resulta em textos fragmentados e com pouca fluidez, comprometendo a clareza e compreensão dos mesmos e afetando o desenvolvimento de competências de comunicação escrita.
Este estudo, realizado no âmbito da Prática de Ensino Supervisionada (PES), do Mestrado em Ensino de Português e de Inglês no 2.º Ciclo do Ensino Básico, visa estimular e investigar o uso de marcadores discursivos e conectores em textos escritos por alunos de uma turma do 5.º ano do 2.º Ciclo do Ensino Básico. Através da intervenção pedagógica planificada, procurou-se promover a utilização adequada e variada de marcadores discursivos e conectores, essenciais para a coesão e coerência textual, em textos produzidos pelos alunos, pretendendo-se, a curto prazo, desenvolver competências de comunicação escrita. Concretamente, as atividades propostas incluíram exercícios de leitura, análise de textos e produções textuais. A metodologia adotada, de natureza qualitativa, incluiu a observação direta e a análise documental de textos produzidos pelos mesmos. Os resultados demonstraram um aumento na frequência e diversidade de conectores utilizados pelos alunos após a intervenção pedagógica. Além disso, a análise qualitativa revelou que os alunos começaram a utilizar os conectores de forma contextualizada, melhorando a coesão e coerência dos seus textos.
Students are increasingly struggling to produce cohesive and coherent texts, as they do not use discourse markers and connectors appropriately, resulting in fragmented texts with little fluency, thereby compromising the clarity and comprehension of their work and affecting the development of written communication skills. This study, conducted within the framework of Supervised Teaching Practice (PES) as part of the Master's in Teaching Portuguese and English in the second cycle of Basic Education, aims to encourage and investigate the use of discourse markers and connectors in written texts produced by a Year 5 class in the second cycle of Basic Education. Through a planned pedagogical intervention, the study sought to promote the appropriate and varied use of discourse markers and connectors, which are essential for textual cohesion and coherence, in texts written by the students. The short-term objective was to develop written communication skills. Specifically, the proposed activities included reading exercises, text analysis, and written compositions. The adopted methodology, qualitative in nature, involved direct observation and documentary analysis of the texts produced by the students. The results demonstrated an increase in both the frequency and variety of connectors used by the students following the pedagogical intervention. Moreover, qualitative analysis revealed that the students began to use connectors in a more contextualised manner, thereby improving the cohesion and coherence of their texts.
Students are increasingly struggling to produce cohesive and coherent texts, as they do not use discourse markers and connectors appropriately, resulting in fragmented texts with little fluency, thereby compromising the clarity and comprehension of their work and affecting the development of written communication skills. This study, conducted within the framework of Supervised Teaching Practice (PES) as part of the Master's in Teaching Portuguese and English in the second cycle of Basic Education, aims to encourage and investigate the use of discourse markers and connectors in written texts produced by a Year 5 class in the second cycle of Basic Education. Through a planned pedagogical intervention, the study sought to promote the appropriate and varied use of discourse markers and connectors, which are essential for textual cohesion and coherence, in texts written by the students. The short-term objective was to develop written communication skills. Specifically, the proposed activities included reading exercises, text analysis, and written compositions. The adopted methodology, qualitative in nature, involved direct observation and documentary analysis of the texts produced by the students. The results demonstrated an increase in both the frequency and variety of connectors used by the students following the pedagogical intervention. Moreover, qualitative analysis revealed that the students began to use connectors in a more contextualised manner, thereby improving the cohesion and coherence of their texts.
Description
Keywords
Coesão textual Coerência textual Conectores Marcadores discursivos Intervenção