Ensino da vírgula no Ensino Fundamental: da concepção tradicional à interacional

• Ano de defesa: 2017
• Autor(a) principal: Lima, Regina Claudia Custodio de
• Orientador(a): Lins, Juarez Nogueira
• Banca de defesa: Bonifácio, Carla Alecsandra de Melo , Silva Junior, Leônidas José da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino da vírgula; Livro didático; Gêneros discursivos
• Palavras-chave em Inglês: Use of comma; Textbook
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75176

The teaching of Portuguese in elementary schools still suffers from great methodological difficulties, especially regarding the teaching of grammatical contents, among which we highlight, in this research, the use of the comma. A textual diagnostic production carried out among the 6th grade students of a municipal school in João Pessoa demonstrated that this difficulty is reflected in their textual productions, since the comma is an important element to structure the sentences, giving them rhythm and sense, avoiding Ambiguities or distortions. Our hypothesis is that the teacher can propose activities for teaching the use of the comma that are complementary to those already existing in the textbook, used as the main instrument of work in the classroom. Our objective is to describe the application of a didactic module based on the three axes of grammar teaching proposed by Vieira (2014) and in the three dimensions of the language described by Neves (2005) with the intention of developing in students the ability to observe and use Of the comma in the separation of terms with the same syntactic function. In order to reach this objective, we adopt Bakhtin's (2003) studies on the interactional perspective of language and researchers who have examined the rhythmic role of the comma, such as Chacon (1998) and Cagliari (1989). On the aspects related to stylistics and semantics, we selected the studies of Soncin (2014), Bakhtin (2008 and 2013) and Dahlet (2006). The methodology was based on the qualitative approach of the research, constituting a study of the bibliographic/documentary/research-action type. The analysis of the didactic book evidenced the attempt, still superficial, of comma teaching from the interactional perspective and, therefore, the necessity of interventions that amplify the didactic possibilities for its teaching. The analysis of the results indicates that the applied activities could help students learn to use the comma to separate terms enumerated in their own texts.