TEXT PRODUCTION:TEACHING OF REFERENCE STRATEGIES BY (RE) CATEGORIZATION

Abstract

This article presents results of a Proposal of Intervention in the teaching of textual production, in which we aim to teach the students of the 9th grade of a public school using referential strategies of (re)categorization by nominalizations in the production of narrative chronicles. The research consisted of the analysis of two corpus, including productions of texts of the students before the intervention and the rewriting of texts at the end. We are based on the presuppositions of action research, with theoretical foundation from the perspective of Textual Linguistics. The results demonstrate that the re-categorization processes are essential for the production of meaning and thus, for the textual progression.