Referenciação em foco: A elaboração didática da descrição definida em gramática pedagógica.

Abstract

Conceiving the study of the referencing strategies as an important tool for the reading practice and text production development, this research aimed at describing and analyzing the referent conception that lies under the didactic elaboration of the definite description in a high school pedagogical grammar and verifying the possible implications of this didactic-pedagogical treatment related to the teaching of reading and writing practices. The data analyzed consisted of passages of the content explanations, activities and teachers guidance presented in a chapter about pronouns of a teacher’s version of the pedagogical grammar for high school. The partial analysis of the data revealed that the definite description was discussed as a mechanism for resuming or mentioning referents inserted in the physical world. This aspect was especially evidencced by the exclusive use of spatial orientation as a criterion for the study of demonstrative pronouns.