Estratégias de relativização no português brasileiro: diagnose de uma turma de 8º ano do Ensino Fundamental em Santarém-PA e proposta para o ensino de gramática.
Date
2022-06-14Author
http://lattes.cnpq.br/7004355430807008
SILVA, Luciene Marinho da
Metadata
Show full item recordAbstract
The present work has the general objective to identify relativization strategies
used by 8th grade students and to propose activities of language in use that
help in the reflection and mastery of the Portuguese language, regarding the
use of relative clauses. The relativization strategies – a variable phenomenon
in Portuguese – refer to the process of structuring the adjective subordinate
clauses, being an important mechanism of textual cohesion. To achieve the
research objectives, we developed an interventional proposal with activities of
language in use, considering three different aspects supported by the research
by Vieira (2017), which addresses three axes for the teaching of grammar. This
proposal can be applied in classes of the 8th year of elementary school, with
the objective of: (i) proposing activities that contribute to the reflection of
different strategies of relativization; (ii) promote the reflection of linguistic
variation as a phenomenon inherent to any linguistic system; (iii) enable
students to learn the language in use; (iv) highlighting the heterogeneity of
language through different relativization strategies; (v) demonstrate the dynamic
character of language and its transformations; (vi) combating oppressive
linguistic prejudice through the discernment of linguistic variation; (vii) develop
the linguistic awareness of the language student/user. To reference this work,
authors such as Neves (2000–2019), Cunha & Cintra (2013), Ro-cha Lima (2019), Bechara (2009), Castilho (2010), Perini (2003–2010), among others.