A STUDY OF THE WORD “CAN” SET MODALIZATION IN SCHOOLBOOK

• Autor(a) principal: Gaio Hoffmann, Dayane
• Data de Publicação: 2010
• Outros Autores: Feola, Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/3177
• topic: Modalização; Verbo poder; Livro didático.

This research concerning the need to study the modalization while discursivestrategy on didactic books. Once Neves (2006, p. 152) claim that non-modalized statements do not exist, because the speaker marks his statement in some way, in terms of the truth of theexpressed fact and impress on it certain pitch of sureness, this work began with the principlethat is possible, through the analysis of the statements marked by phenomenon ofmodalization, to perceive the author’s position, even his objectives and intends, and thereforethe text direction. After all, according to Koch (2004), the phenomenon of modalization has the function to determine “how what is said is said”. At this, in as much as the didactic bookis capable to accommodate specific features of modalization, towards the content and theinterlocutor, it plotted the objective of checking out some fragments, published in the MarioSchimit´s didactic book Nova História Crítica 6ª série which is marked by modalization madethrough auxiliary modal ”poder”. We followed the hypothesis that the verb “poder” varies between the epistemic and the deontic, in the routing from the care with propositional contentuntil the dialog process with the student cf. Sella, 2008). The teoric grounding was supported,mostly, by studies of Koch (1981, 2004), Neves (2002) and Castilho e Castilho (1992).