A PRODUÇÃO DO GÊNERO LENDA ESCRITA POR ALUNOS DO POVO PITAGUARY: UMA PROPOSTA DOS RECURSOS METADISCURSIVOS À LUZ DA LINGUÍSTICA TEXTUAL

THE PRODUCTION OF THE LEGEND GENRE WRITTEN BY STUDENTS FROM THE PITAGUARY PEOPLE: A PROPOSAL OF METADISCURSIVE RESOURCES IN THE LIGHT OF TEXTUAL LINGUISTICS

Abstract

The preservation of an indigenous culture is an important issue and means dealing with the history of a people. Therefore, using the classroom as a research phenomenon, we decided to continue Santos' (2011) studies on metadiscourse (Hyland, 2005), combined with the concept of referencing (Cavalcante et al., 2022) and the theory of textual sequences (Adam, 2019) in light of Textual Linguistics to highlight the role of the textual genre legend in the research developed at ProfLetras. The objective was to observe how indigenous students from the Pitaguary people of Maracanaú/CE position themselves and engage, affirming and recognizing themselves as indigenous, textually in a discourse that dealt with local culture. The research used action research as its methodology (Thiollent, 1986) applied to an 8th grade class in the final years of elementary school with students who declare themselves as indigenous who participated in all moments of the proposed workshops. With this, we had a corpus composed of 8 (eight) legends, in which we noted the occurrence of metadiscursive resources and elements of referencing, allowing us to conclude that the legend genre, because it is mostly composed of narrative sequences, favors the incidence of microcategories of engagement and positioning. In addition to contributing to the historical strengthening of the Pitaguary community, by producing a written record of their stories, which often only exist orally, in order to enrich and revive what is considered mystical and sacred in the culture of an indigenous community: the legends that make up their history.