THE TEACHING OF PUNCTUATION MARKS FROM THE DISCOURSE ANALYSIS PERSPECTIVE
Discourse Analysis. Reading. Writing. Rewrite. Grammar.
This project was designed and built within the scope of the Professional Master's Degree in Portuguese Language - PROFLETRAS -, at the UNEMAT/Cáceres . It is a proposal of pedagogical intervention that will be developed with students of the 9th year of Elementary School, curricular component of Portuguese Language, at Escola Estadual Dr. Hélio Palma de Arruda, located in Cuiabá-MT. Its objective is to re-signify the process of teaching punctuation marks, in the school space, in order to contribute to the improvement of students' reading and writing learning. We defend, in this proposal, a work with punctuation marks from a discursive perspective, through texts, but without disregarding the rules of grammar. The project is based on the theory of Materialist Discourse Analysis (DA) of a French line, instituted by Michel Pêcheux, in France, and Eni Orlandi in Brazil. We will work with the notions of authorship, paraphrase, polysemy, production conditions, among others, and with researchers in the area, among them, Grantham (2009), Orlandi (2001, 2007, 2012), Pfeiffer (2002), Indursky (2016), Furlanetto (2014).