Regência verbal: reflexões sobre teoria e prática

• Autor(a) principal: Marquezini, Viviane Santana
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6439
• topic: Verbal regency; PNLEM; Linguistic variation; Regência verbal; PNLEM; Variação linguística; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Based on a careful examination of compositions written by SAT candidates to Rio de Janeiro State University (UERJ) in 2003, this work analyses how the Brazilian high school student has been using the complement required by the verb structure which is called in Portuguese verbal regency. Moreover, it verifies which contributions the conception of grammar adopted by the didactic books of the Programa Nacional do Livro para o Ensino Médio (PNLEM) has offered to the students to solve this kind of problem. Due to the compulsory use of the formal variety of the language in a university admission exam, it is necessary to reiterate the importance of its domain, without, however, minimizing the other varieties. In the corpus analysed, syntactic constructions considered inadequate in the standard language resulted: (a) from the unfamiliarity with the verb s appropriate preposition; (b) from the use of the typical syntax of Brazilian informal register, in formal situations; (c) from the use of direct object instead of the relative complement; (d) from the use of prepositional direct object referring to verbs that do not accept it in specific contexts, (e) from the omission of the direct object in the formal register; (f) from the omission of the preposition before relative pronoun; (g) from the inability to use the pronouns o and lhe; (h) from the omission of the oblique pronoun related to pronominal verbs. Focusing on the improvement of the student s composition performance, this study also suggests didactic activities always aware of the discursive aspects destined to the acquisition of the skills whose lack is evidenced by the research.