Acusativo anafórico e normas do português na escola: uma proposta de intervenção para o ensino de gramática
Based on a sociovariacionist perspective (cf. LABOV, [1972] 2008; WEINREICH, LABOV, HERZOG, [1968] 2006) and considering the need of teaching grammar in schools (VIEIRA; BRANDÃO, 2007; MARTINS, 2013), we present in this thesis an intervention proposal for the teaching of anaphoric forms of accusativ...
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| Format: | Dissertação |
| Jezik: | por |
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Universidade Federal do Rio Grande do Norte
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| Online dostop: | https://repositorio.ufrn.br/jspui/handle/123456789/21361 |
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| Izvleček: | Based on a sociovariacionist perspective (cf. LABOV, [1972] 2008; WEINREICH, LABOV, HERZOG, [1968] 2006) and considering the need of teaching grammar in schools (VIEIRA; BRANDÃO, 2007; MARTINS, 2013), we present in this thesis an intervention proposal for the teaching of anaphoric forms of accusative 3rd person in cult Brazilian Portuguese in middle school .The survey was conducted in a public school and narrative texts written by the students were used in order to achieve the diagnosis of this research. Such students are in a regular class of the 9th grade- the last step of middle school in 2014. This research starts from the hypothesis that the clitic accusative anaphoric form, the most - or even the only one - taugh form in schools and taken as positive parameter for the resumption of direct object, is not occurring in texts written by students. Previous studies have pointed out four possible ways to anaphoric accusative of 3rd person in Brazilian Portuguese - accusative clitic, nominative pronoun, anaphoric the SN and the null object - first, we present a diagnosis of the use of these forms in texts written by students based on the analysis of two narratives written in the school environment: a more formal character - movie report - and other less formal character - personal experience report. Following this examination, conducted by the initial diagnosis, we present a didactic sequence (SD) guided in grammar schooling. In SD, the teaching of direct object and its forms of resume (accusative anaphoric) were made based on a scientific perspective of Portuguese's Grammar. Therefore, the teaching of the accusative clitic, wich should have been recovered in schools on grammar lessons, ocurred alonge the recognition of other variants that together coexists / compete in different standards of Brazilian Portuguese. Our goal was to make significant use of the accusative clitic, as this has been losing ground due to a grammar teaching metod that has been producing in students an aversion to the standard norm. We also aimed, from the accusative anaphoric schooling, offer / defend a proposal of teaching language and grammar, in which these variant forms are assembled and used in Portuguese classes in order to make the student realize the different possibles relations and syntactic constructions possibilities inside his grammar and, especially, recognize what each means and why means, in the continuum use of language standards that characterizes what we call Portuguese Language. |
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