A constituição da coerência textual: uma análise de textos dissertativo-argumentativos do ENEM

Abstract

This work falls within the scope of Text Linguistics studies and aims to reflect on how Michel Charolles' meta-rules support the construction of coherence in the production of Enem's dissertation-argumentative texts. We begin from the perspective of establishing a theoretical basis to investigate the phenomenon of coherence in light of the meta-rules of repetition and progression. Through this observation, we seek to understand whether there is any change in the conduct of textual coherence when the meta-rules of repetition and progression are effectively established, which explore the entire dynamics of coherence and which are fundamental resources for textual organization. The investigation used Textual Linguistics studies as a compass, focusing on the textuality factor: coherence. Therefore, it is considered an applied research in terms of objectives, it is exploratory-descriptive in relation to technical procedures; it is bibliographic in nature regarding the development of the concept of text and coherence; and regarding the approach, qualitative. The theory of meta-rules by linguist Michel Charolles (1978) is the center of the theoretical foundation that is also anchored in: Koch (1999; 2011), Travaglia (1985) and Marcuschi (1983, 2008), among others. For consolidation, we have three essays as a research corpus - dissertation-argumentative texts in ENEM, grade 1000. We begin, in the first chapter, by addressing textual linguistics, the concept of text, the principles of textuality and the dissertation-argumentative text, and then, in the second chapter, we direct the studies towards coherence and meta-rules. Finally, we proceed to the methodological assumptions and analysis that focuses on the meta-rules of repetition and progression, locating points related to textual progression and observing resources that prevent repetition such as pronominalization, definitions, contextual references, lexical substitutions, presuppositional recoveries, resumption of inferences. The results of this study show that the use of meta-rules is essential for building coherence, contributing to the communicative effectiveness of written texts. We believe that the investigation demonstrated that in order to write a dissertation-argumentative text, the student needs to have mastery of the mechanisms that establish coherence in the text, and that these mechanisms enhance the student's significant learning. Furthermore, the study contributed substantially to the improvement of the teacher's pedagogical practices, which will be able to mobilize techniques and strategies to teach coherence, an essential element in the construction of a good text.