Parts of speech: a critical path towards a didactic relevance
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Confluência |
Texto Completo: | https://revistaconfluencia.org.br/rc/article/view/500 |
Resumo: | The unity of the language known as 'word' has always been at the center of grammatical analysis in the West, since the studies of Greek philologists in the 2nd century BC. The association between the concept of word and the structuring of thought has gone down through the centuries: the act of thinking involves beings, named by nouns, and the actions they perform, named by verbs. We learned in school benches an official classificatory grid, in force in Brazil since 1959 (the Brazilian Grammatical Nomenclature), which comprises ten classes. School tradition has taught us to identify them by what they mean: nouns name beings and objects, verbs denote actions and processes, adverbs express circumstances etc. etc. This is, in fact, the profile of many nouns ( fish, pencils), verbs (to swim, grow) and adverbs (now, so). However, the existence of many other semantic species of nouns, verbs and adverbs prevents the formulation of concise and comprehensive definitions for these classes based on what the forms gathered in each mean. The classification criteria must be objective and comprehensive. In the case of words, these criteria must be based on their grammatical properties, present in their form (morphological characteristics) and revealed in the positions they occupy and in the relationships they contract within the sentence (combinatory or syntactic characteristics). This article addresses the status of the different classes of words in the light of the history of grammatical thought, its theoretical problematization and its pedagogical relevance. |
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Parts of speech: a critical path towards a didactic relevanceClasses de palavras: um percurso crítico com vista a uma meta didáticaWord conceptclassification criteriapedagogical relevance.Conceito de palavracritérios de classificaçãorelevância pedagógica.The unity of the language known as 'word' has always been at the center of grammatical analysis in the West, since the studies of Greek philologists in the 2nd century BC. The association between the concept of word and the structuring of thought has gone down through the centuries: the act of thinking involves beings, named by nouns, and the actions they perform, named by verbs. We learned in school benches an official classificatory grid, in force in Brazil since 1959 (the Brazilian Grammatical Nomenclature), which comprises ten classes. School tradition has taught us to identify them by what they mean: nouns name beings and objects, verbs denote actions and processes, adverbs express circumstances etc. etc. This is, in fact, the profile of many nouns ( fish, pencils), verbs (to swim, grow) and adverbs (now, so). However, the existence of many other semantic species of nouns, verbs and adverbs prevents the formulation of concise and comprehensive definitions for these classes based on what the forms gathered in each mean. The classification criteria must be objective and comprehensive. In the case of words, these criteria must be based on their grammatical properties, present in their form (morphological characteristics) and revealed in the positions they occupy and in the relationships they contract within the sentence (combinatory or syntactic characteristics). This article addresses the status of the different classes of words in the light of the history of grammatical thought, its theoretical problematization and its pedagogical relevance.A unidade da língua conhecida como ‘palavra’ sempre ocupou o centro da análise gramatical no Ocidente, desde os estudos dos filólogos gregos realizados no século II a.C. A associação entre o conceito de palavra e a estruturação do pensamento percorreu os séculos: o ato de pensar envolve seres, nomeados por substantivos, e as ações que eles praticam, nomeadas pelos verbos. Aprendemos nos bancos escolares uma grade classificatória oficial, em vigor no Brasil desde 1959 (a Nomenclatura Gramatical), que compreende dez classes. A tradição escolar nos ensinou a identificá-las pelo que significam: substantivos nomeiam seres e objetos, verbos denotam ações e processos, advérbios expressam circunstâncias etc. etc. Esse é, de fato, o perfil de muitos substantivos (peixe, lápis), verbos (nadar, crescer) e advérbios (agora, assim). No entanto, a existência de tantas outras espécies semânticas de substantivos, de verbos e de advérbios impede a formulação de definições concisas e abrangentes para essas classes com base no que as formas reunidas em cada uma significam. Os critérios de classificação devem ser objetivos e abrangentes. No caso das palavras, esses critérios têm de se basear em suas propriedades gramaticais, presentes em sua forma (características morfológicas) e reveladas nas posições que ocupam e nas relações que contraem no interior da frase (características combinatórias ou sintáticas). O presente artigo aborda o status das diferentes classes de palavras à luz da história do pensamento gramatical, de sua problematização teórica e de sua relevância pedagógica.Liceu Literário Português2021-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://revistaconfluencia.org.br/rc/article/view/50010.18364/rc.2021nEsp.500Confluência; 2021: Commemorative issue of the 30th anniversary of the foundation of Confluencia; 296-323Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-3232317-41531415-740310.18364/rc.v1iEspreponame:Confluênciainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://revistaconfluencia.org.br/rc/article/view/500/292Copyright (c) 2021 José Carlos de Azeredoinfo:eu-repo/semantics/openAccessAzeredo, José Carlos de2024-01-13T16:45:02Zoai:ojs.emnuvens.com.br:article/500Revistahttps://revistaconfluencia.org.br/rcPUBhttps://revistaconfluencia.org.br/rc/oairevistaconfluencias.psd@id.uff.br||2318-45581678-7145opendoar:2024-01-13T16:45:02Confluência - Universidade Federal Fluminense (UFF)false |
dc.title.none.fl_str_mv |
Parts of speech: a critical path towards a didactic relevance Classes de palavras: um percurso crítico com vista a uma meta didática |
title |
Parts of speech: a critical path towards a didactic relevance |
spellingShingle |
Parts of speech: a critical path towards a didactic relevance Azeredo, José Carlos de Word concept classification criteria pedagogical relevance. Conceito de palavra critérios de classificação relevância pedagógica. |
title_short |
Parts of speech: a critical path towards a didactic relevance |
title_full |
Parts of speech: a critical path towards a didactic relevance |
title_fullStr |
Parts of speech: a critical path towards a didactic relevance |
title_full_unstemmed |
Parts of speech: a critical path towards a didactic relevance |
title_sort |
Parts of speech: a critical path towards a didactic relevance |
author |
Azeredo, José Carlos de |
author_facet |
Azeredo, José Carlos de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Azeredo, José Carlos de |
dc.subject.por.fl_str_mv |
Word concept classification criteria pedagogical relevance. Conceito de palavra critérios de classificação relevância pedagógica. |
topic |
Word concept classification criteria pedagogical relevance. Conceito de palavra critérios de classificação relevância pedagógica. |
description |
The unity of the language known as 'word' has always been at the center of grammatical analysis in the West, since the studies of Greek philologists in the 2nd century BC. The association between the concept of word and the structuring of thought has gone down through the centuries: the act of thinking involves beings, named by nouns, and the actions they perform, named by verbs. We learned in school benches an official classificatory grid, in force in Brazil since 1959 (the Brazilian Grammatical Nomenclature), which comprises ten classes. School tradition has taught us to identify them by what they mean: nouns name beings and objects, verbs denote actions and processes, adverbs express circumstances etc. etc. This is, in fact, the profile of many nouns ( fish, pencils), verbs (to swim, grow) and adverbs (now, so). However, the existence of many other semantic species of nouns, verbs and adverbs prevents the formulation of concise and comprehensive definitions for these classes based on what the forms gathered in each mean. The classification criteria must be objective and comprehensive. In the case of words, these criteria must be based on their grammatical properties, present in their form (morphological characteristics) and revealed in the positions they occupy and in the relationships they contract within the sentence (combinatory or syntactic characteristics). This article addresses the status of the different classes of words in the light of the history of grammatical thought, its theoretical problematization and its pedagogical relevance. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaconfluencia.org.br/rc/article/view/500 10.18364/rc.2021nEsp.500 |
url |
https://revistaconfluencia.org.br/rc/article/view/500 |
identifier_str_mv |
10.18364/rc.2021nEsp.500 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaconfluencia.org.br/rc/article/view/500/292 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 José Carlos de Azeredo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 José Carlos de Azeredo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Liceu Literário Português |
publisher.none.fl_str_mv |
Liceu Literário Português |
dc.source.none.fl_str_mv |
Confluência; 2021: Commemorative issue of the 30th anniversary of the foundation of Confluencia; 296-323 Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323 Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323 Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323 Confluência; 2021: Número comemorativo dos 30 anos de fundação da revista Confluência; 296-323 2317-4153 1415-7403 10.18364/rc.v1iEsp reponame:Confluência instname:Universidade Federal Fluminense (UFF) instacron:UFF |
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Universidade Federal Fluminense (UFF) |
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UFF |
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UFF |
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Confluência |
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Confluência |
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Confluência - Universidade Federal Fluminense (UFF) |
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revistaconfluencias.psd@id.uff.br|| |
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