Análise de redações escolares a partir do seu mapeamento temático: uma aproximação entre a Linguística Sistêmico-Funcional e a abordagem epilinguística do ensino.

Abstract

Since Portuguese Language was instituted as a subject in Brazil, pedagogical practices that favored a uniquely metalinguistic perspective (SOARES, 2002) were consolidated,hindering the formation of proficient readers and writers in the uses of the language, which should be the main objective of school subject (DUTRA, 2018). However, after the development of linguistic science in our academic circles, researchers realized the importance of rethinking the teaching of the mother language, so that the text became the core of the classes (GERALDI, 1996) and, therefore, also, the study of the lexical-grammatical aspects responsible for its construction and understanding - what João Wanderley Geraldi (2013) calls the epilinguistic approach to language, which is present in the conception of the PCN (1997) and, more recently, of the BNCC (2019) ), through work with the axis of linguistic analysis. In this sense, the present work aimed to analyze the dissertation-argumentative writings of elementary school students in order to observe if their thematic configuration, observed from their lexico-grammatical constituents, contributes to the construction of their proficiency, considering the communicative purpose of the genre. Taking Systemic-Functional Linguistics (HALLIDAY, 1985, 1994; HALLIDAY; MATTHIESSEN, 2004, 2014) as a basis for the analysis, the hypothesis is that the texts produced by students who completed elementary school present cohesive and persuasive elements in the position of Theme; elements that, from the perspective of textual metafunction, are manifested through Marked Simple Themes and Multiple Themes (HALLIDAY; MATTHIESSEN, 2014) and contribute to the organization of the text and to the reader's persuasion. After a qualitative-quantitative study, the results showed that the most of the analyzed texts present Marked Simple Themes and Multiple Themes, confirming our initial hypothesis that their presence contributes to the construction of more cohesive and persuasive texts. However, our study also confirmed the need to invest more and more in a classroom practice that seeks to develop students' written competence for the production of argumentative texts and for the proper use of the standard norm, one of the main objectives of school subject in high school.