Coesão textual: possibilidades de atividades didáticas a partir da grade específica do Enem

Abstract

The main objective of this work was to create activity workshops with alternative methodologies on textual cohesion for didactic purposes for basic education teachers. To fulfill this objective, we sought to deepen the terms and concepts present in competence IV of the specific note of correction of the Enem essays, in view of the principles of collection concepts brought by scholars of textual language: Koch (1988, 1997, 2007 ), Koch and Elias (2016), Koch and Travaglia (1990), Halliday and Hasan (1976), Marcuschi (2012 [1983]), Ferreira (1993), Antunes (1996), Fávero and Koch (1985), Melo and Gomes (1999). This research is justified by the difficulties encountered by students in basic education in relation to textual cohesion, as demonstrated in some works by Pavan (2007), Matei (2012), Santos (2015) and Costa and Chaves (2017). The study has two parts: i) analysis of the terms and expressions contained in Competency IV of the matrix and the correction note of the Enem essays, made available by INEP, and ii) elaboration of workshops with activities carried out for the proposed theory of Active Linguistic Learning by Pilati (2017).The study has two parts: i) analysis of the terms and expressions contained in the CIV matrix and the correction grid of the Enem essays, made available by INEP, and ii) elaboration of workshops with activities focused on the theory of Active Linguistic Learning proposed by Pilati (2017). In the first methodological part, we present prototypical examples from the minimum to the maximum level of competence IV in correcting Enem essays and analyze the concepts and expressions responsible for bringing greater cohesive quality to each hierarchy of an evaluation instrument for a selection process. Thus, after pointing out the main concepts and expressions of this grid, 5 workshops were elaborated with 4 activities, each one bringing an aspect of the grid, namely: presence/absence of cohesive elements, excessive repetition of cohesive elements, use of cohesive elements intra and inter-paragraphs, use of cohesive inadequacy, knowledge about indentation to form paragraphs as opposed to texts constructed as monoblocks. Furthermore, to bring greater diversity of learning to basic education, each workshop followed the steps established by Pilati (2017): (i) assessment of the student's prior knowledge; (ii) linguistic discovery and reflection experiences; (iii) organization and presentation of the ideas found; and (iv) application of knowledge in texts. Finally, we believe that the greatest contribution of this work lies in the possibility of providing complementary workshops on textual cohesion, based on the Active Learning methodology, inspired by the main terms and expressions of the Enem assessment grid.