Proposta pedag?gica para o 6? ano do ensino fundamental quanto ? varia??o no uso de pronomes reflexivos

• Autor(a) principal: Silva, Karine Peixoto Koppe e
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/6555
• topic: Morfossintaxe; Varia??o; Pronomes reflexivos; Ensino; Letramento; Morphosyntax; Variation; Reflexive pronouns; Teaching; Literacy; Letras

Sociolinguistic research (D?ALBUQUERQUE, 1984; NUNES, 1995; FREIRE, 2000; RODRIGUES; PEREIRA, 2005; MELLO, 2009; GRA?A, 2016; LUCCHESI; SOUZA, 2018; TEIXEIRA; SILVA, 2019) attest to the occurrence of the reflexive pronoun deletion and the neutralization of the clitic se in competition with the standard variant for the expression of the reflexive pronominal category in spontaneous speech in Brazilian Portuguese. Based on Variationist Sociolinguistics (LABOV, 1963; WEINREICH; LABOV; HERZOG, 1968) and their contributions to teaching (COAN; FREITAG, 2010), among them the linguistic variation continua proposed by Bortoni-Ricardo (2004) and the axes of grammar teaching according to Vieira (2017), the general objective of this work is to offer a contribution to the teaching of Portuguese as regards the approach to linguistic variation, especially in the treatment of reflexivization, as provided in the documents that regulate teaching in the country. As for the specific objectives, it is intended (i) to make an analysis of collections of Portuguese textbooks intended for primary education by sampling, seeking not only to verify the treatment they give to the subject of linguistic variation, but also to examine whether the description of the pronominal category reflected in them contemplates the perspective of variability, in compliance with the provisions of official documents for teaching Portuguese; (ii) to propose a pedagogical mediation on the expression of the reflexive pronominal category from the perspective of variation, so that it can lead the students to identify the distribution of the reflexive variants in the orality-literacy continuum, contemplating the writing practices of the literate society. As for the methodology, this work constitutes a bibliographical, documentary and propositive research, since it performs a literature review on the description of the reflective pronominal category, surveys the same content in textbooks and proposes a pedagogical mediation, for future application in the classroom. The proposed mediation includes activities that articulate the three axes of grammar teaching (VIEIRA, 2017) in dealing with the variable phenomenon and provides for retextualization (MARCUSCHI, 2010) from a prototypical genre of speech to another one of writing, in order to observe the distribution of the variants of the reflective pronominal category, having as final production the rewriting of a tale situated in the literacy field of the continuous. From the proposed didactic mediation, we notice that the axes of grammar teaching and the retextualization process can be a useful tool to operationalize the continuum of variation proposed by Bortoni-Ricardo (2004) in the treatment of any variable linguistic phenomenon, such as reflexivization.