Abordagem funcionalista da oração adjetiva: descrição e ensino
In this research, we develop an interface between the description and the teaching of relative clause. We intend to describe its morphosyntactic, semantic and discursive-pragmatic aspects and to improve the teaching of this grammatical topic through a functionalist approach. The theoretical suppo...
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| Materialtyp: | doctoralThesis |
| Språk: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Länkar: | https://repositorio.ufrn.br/handle/123456789/32457 |
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| Sammanfattning: | In this research, we develop an interface between the description and the teaching of relative
clause. We intend to describe its morphosyntactic, semantic and discursive-pragmatic aspects
and to improve the teaching of this grammatical topic through a functionalist approach. The
theoretical support is the North American Functional Linguistics, inspired by Givón, Bybee,
Traugott, among others. It also considers orientations from the guiding documents of
Portuguese Language teaching for Basic Education: National Curricular Guidelines (BRASIL,
2006) and the Common National Curricular Base (BRASIL, 2018). The relative clause
description, based on functionalist researches, such as Oliveira (2001), Bispo (2009, 2014a, b,
2018) and Souza (2009), contemplates various aspects, related to the level of morphosyntactic
embedding, semantic classification, relativization strategies, among others. In terms of
Portuguese teaching, documents orient that the practice of linguistic analysis can expand
possibilities of language use, increasing student’s critical capacity. This research has as
general hypothesis that the functionalist description and analysis of relatives clauses
contemplates the different ways of organization of this orational type as well as structural and
functional aspects linked to these forms of expression and that the approach to adjectives in
classrooms, by this perspective, should start from effective uses of these forms, whether
canonical or not, associating them to the different communicative contexts and to the effects
of meaning that one intends to achieve. From this, it was elaborated a didactic proposal that
was applied in elementary and high school classes of a state public school in Natal/RN. It is
an eminently qualitative and quantitative research, considering interpretation and analysis of
the material obtained during the application of the proposal. As for the description of the
adjective, this thesis resulted in the proposal of an integration continuum based on discussions
about the different configurations of the adjective in functionalist research. The criteria for
definitiveness of the antecedent NP (Nominal Phrase), informativeness of the antecedent NP,
presence/absence of relative pronoun, background of relative clause, pause, insertion and
syntactic rupture were considered. The relative clauses were arranged in this sequence from
the lowest to the highest level of embedding: untied relative clause > prototypical finite nonrestrictive relative > non-finite non-restrictive relative > non-prototypical finite non-restrictive
relative > headless relative > non-prototypical finite restrictive relative > prototypical finite
restrictive relative > non-finite restrictive relative. Regarding the didactic proposal, results
show that, after classes based on the functional approach, most students were able to correlate
linguistic uses with cognitive and communicative motivations regarding the different modes
of organization of relative clauses and, in particular, the use of different relativization
strategies. In addition, the results denote the need for adjustments due to the reality of the
classes and to the attendance of the theoretical bases that supported the intervention. Such
adjustments include, for example, the time allotted for activities and the readjustment of some
exercise questions. |
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