Pronome relativo: articulação oracional e produção escrita
We present here a proposal of work with the relative pronoun in a class of 9th year/level of elementary education, based on the functional perspective of language teaching. The objective is to improve the use of the relative pronoun in a situation of monitored writing of students in this stage of...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26611 |
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| Resumo: | We present here a proposal of work with the relative pronoun in a class of 9th year/level of
elementary education, based on the functional perspective of language teaching. The objective
is to improve the use of the relative pronoun in a situation of monitored writing of students in
this stage of schooling. It is an interventive research of a qualitative nature, therefore,
focusing on the interference of the researcher in the investigated reality. For this, a didactic
sequence will be developed, composed by several activities, in which the relative pronouns,
their uses and their role in the articulation of textual portions will be studied. We are anchored
theoretically and methodologically in the Functional Linguistics (FURTADO DA CUNHA,
COSTA AND CEZARIO, 2015, p. 21-47), particularly in the correlation of this approach
with the Portuguese language teaching, based on Oliveira and Cezario (2007), Furtado da
Cunha, Bispo and Silva (2014), Oliveira and Wilson (2015), on PCN – Parâmetros
Curriculares Nacionais (1998). As a result, we find that students, a) in their writing
productions and applied activities for the intuitive usage of the relative pronoun, used the
pronoun what predominantly, a fact we related to the markedness principle and to the
universalization of that pronoun; b) they used the relative pronouns preceded by preposition
correctly, although in minimal frequency; c) understood non-canonical genitive relative
clauses as possible variants in the language and susceptible of application in their texts,
although considering the canonical form as the most correct; d) after revisions of the activities
and the written texts, they showed some progress regarding the most monitored use of the
relative pronoun, for its usage was more carefully applied in the final written production; e)
they were enough able to improve the writing of the opinion article in the last version,
regarding the structural and linguistic aspects, from the revision and rewriting carried out. We
thus found that the applied didactic sequence gave the students a new vision about language
uses and about the need of adjusting them to different communicative events. In that context,
we refer to the understanding and the use of the relative pronouns as cohesive elements in the
monitored writing productions, such as the opinion article. |
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