A análise linguística a partir de orações subordinadas substantivas: uma proposta de descrição e ensino para turmas de ensino fundamental

Abstract

The study entitled “Linguistic Analysis from Subordinate Noun Clauses: A Proposal for Description and Teaching for Elementary School Classes” is a bibliographical and participatory research, of a qualitative nature, in which the data obtained through the participants' productions and classroom observations were analyzed. The object of investigation is the direct objective subordinate noun clause, and the parameter for teaching is linguistic analysis, as this practice allows students to fully exercise the analysis of linguistic knowledge involving syntactic, semantic, and textual-discursive aspects; this process develops their awareness of these aspects and enables students to enhance their reading comprehension and interpretation skills, as well as their text production skills. To implement the linguistic analysis practices, an intervention proposal was developed in a sequence of ten lessons, with the participation of 49 ninth-grade students from a public school in the municipality of Santarém-PA. The activities carried out during the intervention project were suggested by the research supervisor, Prof. Dr. Raimundo Nonato Vieira Costa – UFOPA, with some adjustments based on classroom observations. Thus, the activities consisted of a playful part with the use of puzzles and sentence games; student-written text productions covering the discursive genres of open letters, news articles, and experience reports; reading of literary books and news articles, culminating in the production of a collection of open letters, which was delivered to the school library where the research was conducted, as a way to value the students' written productions. Moreover, through the discursive genres studied, lessons in linguistic analysis practices were developed from direct objective subordinate noun clauses. The intervention proposal engages with the issues addressed in the discussions and reflections of theorists such as Geraldi (1984, 2004), Neves (1997, 2006, 2021), and Antunes (2007, 2014) regarding the role of the Portuguese Language Teacher, i.e., what they should teach a student who already masters the language to be taught. It is expected that this study, based on the intervention proposal, will suggest to Portuguese Language teachers an experience of practices from the linguistic analysis/semiotics axis, which is part of the current curriculum component of Portuguese Language in the guiding document of basic education in Brazil, the National Common Curricular Base – BNCC (2018). Furthermore, it is hoped to provide a reflection on the teaching of Portuguese Language regarding teaching methodology, so that the classroom becomes a place of meaningful learning and, consequently, contributes to the formation of reading and writing subjects.