A variação linguística na escrita escolar: o uso do objeto direto anafórico em textos com diferentes graus de monitoração

Abstract

In this work we investigate the use of the 3rd person anaphoric direct object as a variable phenomenon in school writing and we present a didactic proposal to work the subject pronoun, clitic pronoun, null object and anaphoric noun phrase variants as possibilities of using anaphoric direct object that students can recognize in reading and use in the production of texts with different degrees of monitoring. The didactic activities are based on Vieira's (2018) proposal, which defends three axes of application for efficient work in grammar teaching: (1) Grammar teaching and reflective activity; (2) Grammar teaching and production of meanings and (3) Teaching grammar, variation and norms. Within this didactic proposal, the teacher should integrate, whenever possible, linguistic reflection to the textual plane and the complexity of linguistic variation. This study is also based on theorists such as Bagno (2007); Franchi (2006); Zilles and Faraco (2015); Martins, Vieira and Tavares (2016); Vieira (2018); Vieira and Brandão (2019) and others who contribute to the understanding of language as a variable phenomenon and to a reflective teaching of grammar. This research aims to show that language is variable and that linguistic variation should be valued in Portuguese language classes. Within this view, we sought, in a diagnostic research, to investigate the use of anaphoric direct object in formal and informal writing of 9th grade students of elementary school II in a public school in the city of Parintins-Am. As a corpus, we used 46 texts produced by the students, being 23 of the personal report genre, considered the most informal and least monitored text, and 23 texts of the news genre, considered the most formal and most monitored text. The result of the diagnostic research showed that most students in the investigated class use the subject pronoun more as a variant of anaphoric direct object, regardless of the degree of formality of the text. Few students know and use the clitic pronoun variant, considered the default variant by grammatical tradition and used in most monitored texts. In addition, it was found that students do not consciously use the null object and anaphoric noun phrase variants as resources for thirdperson direct object anaphoric resumption. With this result in mind, a didactic proposal was elaborated to work these variants of anaphoric direct object in order to contribute to the students' knowledge and to value linguistic variation in grammar teaching.