It is a recurring fact in the education system, the great difficulty that students in the final
years of elementary school, have in recognizing problems of textual coherence and organization of paragraphs in written productions. Among the causes of these difficulties are those
related to the use of connectives, as they do not always know how to establish the meanings
that these language mechanisms can attribute to the text. In search of finding alternatives that
can contribute to a language teaching practice that can expand the student's linguistic
knowledge, in order to equip him to better develop written productions, the following problematizing question arose: How to develop in 9th grade students of elementary school II of a state
school in the municipality of Parintins-Am the ability to identify problems of cohesion and coherence in their own texts? Seeking to resolve this issue, we established the general objective
of this research to investigate how activities using the connective “mas” can enable the student
to recognize problems of cohesion and coherence in the text itself. The theoretical basis of this
work refers to Franchi (2006), Cunha and Cintra (2017), Neves (2011,2017,2018, 2021), Koch
(2018) Vieira (2017, 2019) among others. The methodology used was developed from the
diagnostic analysis of data that were collected through the production of a dissertation-argumentative text, in which it was verified how students use the coordinating textual connectives
and specifically analyzed which meanings the coordinator “mas” presents in the teachers’
texts, based on the polysemy of this connective presented by Cunha and Cintra (2017), Neves
(2011). It is considered in this study that the diagnostic analysis is a fundamental part of the
work with the teaching of grammar, because it is from the uses that the teacher will be able to
verify how a linguistic element behaves in the communicative sphere of the student. For this,
a didactic sequence was elaborated based on Vieira's proposal (2017) as a suggestion for
language teaching anchored in linguistic studies and, in this way, to contribute with Portuguese
language teachers to the development of the reflective study of grammar.
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