O apagamento das preposições antes de pronomes relativos introdutórios de orações subordinadas adjetivas

Abstract

This paper, within the studies of compound clause syntax context, proposes a theoretical/practical discussion on teaching and learning strategies of relativization of adjective subordinate clauses for 9th graders in an elementary education public school in Santa Cruz dos Milagres - Piaui. Therefore, it was required a thorough reflection on the theme in the student exercises and the teacher‟s teaching methodology. We certify that the relevance of this thesis will start further discussions on the strategies of relativization, the compound clause teaching, the adjectival subordinate clauses and the function of relative pronouns. Our research had as specific aims: to identify the aspects and circumstances that favor the deletion of prepositions before introductory relative pronouns of adjectival subordinate clauses; to discuss some aspects involved in mother tongue teaching and learning in relation to adjectival subordinate clauses teaching; to offer some theoretical/practical basis to the mother tongue teacher to approach the relative clauses in elementary school. To pursue these objectives, this paper reflected on language concepts, language and grammar, the role of language for mother tongue teaching, grammatical tradition, pronouns, and prepositions, adjectival subordinate clauses, Gerativism, the phenomenon and the strategies of relativization in Brazilian Portuguese. Theorists who supported the discussions were Travaglia (2001 and 2007), Azeredo (2010), Martellota (2015), Franchi (2006), Ilari (1997), Snow (2002), Cunha and Cintra (2013), Bechara (2015), Castilho (2014), Almeida (2009), Perini (2010), Silva & Koch (2009), Kenedy (2013th, 2013b), Kato and Birth (2015), Lemle (quoted via Castilho, 2014), Castilho (2014), among others. Regarding to methodology, our research was of a bibliographical and qualitative nature and it presents a descriptive inclination, in which the methodological approach used in the research was the deductive one, hence, a critical and reflective observation was proposed in Portuguese classes. Among the results obtained, we decided to highlight the influence of recognition and learning of Standard Portuguese structures and the deletion of prepositions before introductory relative pronouns of adjectival subordinate clauses and how they are related to the non-perception of the argumentative structure of verbs and subordinate clause names, and their strategies of relativization.