Uma análise da produção textual escrita de alunos do sexto ano do ensino fundamental do Colégio de Aplicação da Universidade Federal de Sergipe

Abstract

This work has as main objective to analyze the written text production of graduates of the lower grades of primary education in public and private schools in the state of Sergipe. This requires a reflection on aspects that involve the teaching/learning of mother tongue in primary education in Brazil. Held at the College of Application of the Federal University of Sergipe (Codap-UFS), this research has as corpus forty texts, chosen randomly. Twenty of them were produced by students who entered the College, as approved at the last examination for selection to the 6th grade of elementary school, 2009, identified here as texts in Group A and twenty produced by students who entered the College, through the public lottery of vacancies for the 2010 school year, identified as texts of Group B. From a historical survey about the College of Application of UFS, recover important aspects with emphasis on political and pedagogical, which provides a better context and characterization of the corpus. Include considerations on the subjects involved in research and proposals that generated the production of textual analysis. The study methodology adopted, mostly of qualitative nature, is based on documentary analysis, without disregarding the quantitative data that anchor this approach. The categories of analysis, based primarily on principles of text linguistics, were divided into two levels: the macrostructural aspects, considering the semantic-pragmatictextual and microstructural level, observing the orthographic and morphosyntactic. To support the analysis were elected studies of Koch and Traváglia (1999), Fávero (2001), Koch and Elias (2007) and Antunes (2010). We also consider studies that focus on studies of essays, though at other levels of education, like Carvalho (1997), Val (2006), Ferreira (2007) and Machado (2009). As a result of the analysis, it could observe that the texts produced by students in both groups, regardless of the form for admission to college, had higher satisfaction scores in the analysis of the semantic-pragmatic-textual in the context of this study, considered the most relevant aspects of the analysis.