Transposição didática das teorias de coesão e coerência: como ajudar os alunos a perceberem e resolverem problemas no nível textual.

Abstract

Theoretically, studies on textuality emerged from the Social interactionist theory, however there are problems to didactically transpose its contents. Therefore, this paper, part of a qualitative and circumstantial research with seven teachers, aims to discuss methodologies used by teachers to correct problems regarding cohesion and coherence in students' texts and to point out some didactic possibilities. Based on the conception of writing as work and self-assertion, as well as grounded on formative assessment, it is discussed: (i) the content of the answers to the semi-structured interviews; and (ii) passages from the corrected essays presenting cohesion and/or coherence problems. This paper defends that, when assessing a text, the practice of signaling problems regarding cohesion and coherence is not enough: This methodological approach is inconsistent with the understanding of text as a locus of interaction.