As orações relativas oblíquas no ensino fundamental: uma proposta de intervenção pedagógica
Concerned with the situation of Portuguese language teaching, and more specifically with the teaching of grammar, and following the theoretical assumptions and methodology systematized in recent studies on the subject (COELHO; GÖRSK, 2009, VIEIRA, 2007; 2016; MARTINS, 2013) , we proposed and appl...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25728 |
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| Resumo: | Concerned with the situation of Portuguese language teaching, and more specifically with
the teaching of grammar, and following the theoretical assumptions and methodology
systematized in recent studies on the subject (COELHO; GÖRSK, 2009, VIEIRA, 2007;
2016; MARTINS, 2013) , we proposed and applied in this work a pedagogical
intervention for the work with the relative oblique clauses in Elementary School, in a
class of the 9th grade of the Escola Municipal Desembargador Silvino Bezerra Neto,
located in the city of Parnamirim / RN. Our working hypothesis was that the students of
the last year of Elementary School use only the PP-chopping and (copiadora) - nonstandard
relative clauses - with the pronoun reminder, with almost categorical use of the
relative "que", cutting off the preposition required by the verb as it prescribes the norm
pattern. Moreover, what these students do not effectively master (and do not even learn
in school) are the different strategies of relativization as a whole, as epilingual knowledge,
and its function as a strategy of textual cohesion; Just as they do not learn the use of the
relative oblique pattern with the preposition. In view of a preliminary framework
confirming our hypothesis, we applied a didactic sequence based on epilingual activities,
in which students were encouraged to create concepts and use different strategies of
relativization, use of relative pronouns and adjective sentences, with the concepts brought
by textbooks. They were also led to produce different strategies of relativization and
structurally differentiate these strategies. Finally, students produced new written texts in
which they used the oblique relative pronouns and the relative clauses appropriately,
following the norm already dominated by them and the standard norm of the Portuguese
language, thus becoming aware of the functionality of these elements in the construction
of cohesion and coherence and of the different norms associated to the uses of oblique
relative clauses in Brazilian Portuguese. Finally, the application of the didactic sequence
directed to the strategies of relativization and the different uses of the oblique relative
resulted in an awareness among the students of the plurality of standards in spoken and
written texts in different situations of communication. |
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