Periferias cariocas e sua geografia linguística: aspectos da referenciação na diversidade da língua escrita entre o ideal e o real

• Autor(a) principal: Guimarães, Silvia Adélia Henrique
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/5945
• topic: School texts; Reference; Text and context; Students from carioca periphery areas; Grammar and discourse; Textos escolares; Referenciação; Texto e contexto; Estudantes de periferias cariocas; Gramática e discurso; Prosa escolar Rio de Janeiro (RJ); Sociolinguística; Língua portuguesa Gramática Estudo e ensino; Anáfora (Linguística); Referência (Linguística); Periferias Rio de Janeiro (RJ); Estudantes Rio de Janeiro (RJ); CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The aim of this thesis is to study, from the referral perspective, the anaphoric resources in texts from residents of different carioca periphery areas and to observe if the recapitulations generate adequate cohesion, according to the objectives listed in the curricular matrices for students of the 9th grade. Analyses on the object of discourse "drugs", which resulted from the proposal of textual production on the theme "drugs in adolescence", were based on three questions: Is there any pattern in the choice of cohesive strategies by students, even if they are placed in different geographic locations? ; If there is a cohesive pattern, does it register a mark of the socio-spatial place where students are enrolled? ; and What ideological representations do these recapitulations bring out?" Therefore, eighty texts, divided into ten groups of eight essays, generated in Costa Barros, Pavuna, Irajá, Gávea, Ipanema, Madureira, Santa Cruz, Barra da Tijuca, Maré, and Vidigal, were studied. The aim of this study was to investigate whether the groups of texts separately presented each an anaphoric pattern and whether the set of groups differed/resembled in their construction of recapitulations. The analysis was carried out in three categorical levels: lexical-grammar, the first level, aimed to study the extent to which the participants select grammatical items taught in school, and to what extent they add occurrences more present in the oral modality; discursive, the second level, considered the discursive functions elaborated by the anaphors; and the third level, semantic-discursive, investigated how the maintenance/re-categorization of the referent occurs in the analyzed corpora. In addition to the direct anaphora-source relationship, we observed the choice of lexemes present in the discursive environment, which has made it possible to group the referent into different semantic categories. Aiming at the effectiveness of the text-context relationship (VAN DIJK, 2012), which seeks to answer how the anaphors catalyze the ideological representations in the texts, the notions of place, suburb and periphery, from the field of Geography (SANTOS, 2005; ARAÚJO, LAGO, 2015), were considered. Although with exceptions, the overall results of the first level of the analysis point out that the more formal grammatical constructions of direct anaphors were effectuated in the groups of productions in which the linguistic-educational training was more evident. The second level, discursive, reveals the preference of all groups for maintenance; but it also points out that the diversification of the discursive functions of the anaphors is directly related to the participants geo-cultural context rather than to the pedagogical one. The third level, semantic-discursive, points to the mobilization of socio-cognitive knowledge, performing the inferential re-categorization, to compensate for some mistakes in the grammatical level, balancing the argumentativeness in the text. Moreover, the lexical selection present in the discursive environment triggers ideological values that call the sociopolitical and educational context of each group of texts, revealing that the anaphors/co-text are related, argumentatively, to the experiences of these periphery areas. The results show, finally, the linguistic richness found in (re)categorization cognitive resources not yet systematically and discursively worked in (and by) the school.