The present work has as object of study the phrase in real contexts of communication. It presents as a general objective to contribute to the development of students' ability to construct well-structured phrases in order to compete for the expansion of their textual-discursive competence in the production of written texts. It is guided by the specific objectives of understanding the students' knowledge about phrase construction when producing texts; make a theoretical-descriptive approach to the phrase that considers it in its effective use in the text; to relate the study of the phrase with the reading and production of texts through the discursive discourse approach. From the appropriate theoretical bases and the guidelines of the National Curricular Parameters, which affirm that the teaching of the portuguese language should be based on reading, textual production and linguistic analysis, took effect the research and pedagogical intervention was carried out during the school years 2017, with a group of 8th grade, and 2018, with the same class, in the 9th grade, of a state school in the city of Ananindeua-PA. The starting point was the descriptive-qualitative research, for diagnostic purposes, from which we implemented a pedagogical intervention, which consisted in the elaboration and application of a didactic proposal, whose main objective was to contribute for the student to construct knowledge about how improve the organization of their phrase in the composition of the text, which could increase their ability to produce well-written texts in their linguistic materiality and in the coherent progression of ideas. For this purpose, this work was based on the functionalist theories of language / language study, regarding the use of the language in real contexts of verbal interaction, having as main theoretical reference the Dutch Simon Dik (1989), who developed a theoretical proposal in the scope of functional grammar, giving a great contribution to the functionalist conception of the language on the syntactic aspect of the phrase’s predication. In addition to this linguist, are important references of this work the studies made by Borba (1996), Bakhtin (1997), Martelota (2003), Pezatti (2004), Neves (1994, 1997, 2000, 2003, 2004), Lopes-Rossi (2008), Castilho (2010) e Antunes (2014). The conclusion of the study points out that it is of immense importance to acquire knowledge about the possibilities of constructing phrases, structurally, well organized, in contexts of real use of the language, since this knowledge contributes to the increase of the textual-discursive competence of the student. In fact, the research revealed that, with the knowledge built on how to better organize the phrase structure, the students were able to improve their textual productions, becoming more adept at complying with principles that regulate the proper formation of a text.
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