TEXTUAL COHESION IN TEACHING MATERIALS DESIGNED FOR HIGH SCHOOL STUDENTS

Abstract

This article addresses the processes of textual cohesion in official teaching materials called Currículo em Ação and Aprender Sempre distributed by the São Paulo State Department of Education for Secondary Education. The objective is to investigate the concept of textual cohesion in these documents intended for EM students and whether this material has the potential to contribute to the development of these students’ writing competence. Theoretically, this research is based on the discursive sociointeractionist conception of language and on Textual Linguistics studies on textual cohesion and the processes of referencing and sequencing processes, according to Koch (2006) and Koch and Elias (2008, 2015, 2017). This is documentary research of an interpretative qualitative nature. The results show that this teaching material presents activities without variety, without theoretical systematization on the topic and does not even recognize cohesion mechanisms such as referencing and sequencing processes.