Operações ANAFÓRICAS em textos de alunos COM DIFICULDADES de aprendizagem em relação ao SISTEMA DE ESCRITA

• Main Author: Fatima Aparecida Souza
• Format: Article
• Language: Portuguese
• Published: Instituto Federal de Santa Catarina 2017-08-01
• Series: Caminho Aberto: Revista de Extensão do IFSC
• Subjects: estratégias de referenciação. anáfora direta e indireta. dificuldades de aprendizagem.
• Online Access: https://periodicos.ifsc.edu.br/index.php/caminhoaberto/article/view/2033
• ISSN: 2359-0580; 2359-0599

<p class="western" align="justify"><span style="font-family: Calibri, sans-serif;"><span style="font-size: small;"><span style="font-family: 'Times New Roman', serif;"><span style="font-size: medium;"><span lang="en-US"><em>This paper aims to identify, describe and analyze anaphoric operations presents in texts of 6</em></span></span></span>^{<span style="font-family: 'Times New Roman', serif;"><span style="font-size: medium;"><span lang="en-US"><em>th</em></span></span></span>}<span style="font-family: 'Times New Roman', serif;"><span style="font-size: medium;"><span lang="en-US"><em> grade students of Elementary School, with learning difficulties, produced for the Learning Evaluation in Process, applied by the São Paulo Secretary of Education. The research is based on the theoretical contributions of Koch (2006); Marcuschi (2005); Cavalcante (2003); Apothéloz (2003) and Mondada, Dubois (2003). Although the analyzed texts show limitations about student’s linguistics knowledge, they evidence that pupils operate social and cognitively through direct and indirect anaphors. The results indicate the urgency of a teaching that sees the language as a social practice, cognitive, historically situated and not an autonomous system of fixed rules to be followed.</em></span></span></span></span></span></p>