A Regência verbal em textos de alunos do 9° ano do ensino fundamental

Abstract

This study belongs to the context of the syntax of the Portuguese language, for addressing the teaching of Verbal Regency, based on the written text of the students of a class of the ninth year of elementary school . This is because teaching the mother tongue in contemporary society in which the cultured norm has often been limited to colloquialism, especially in written language is a challenge to teachers. In this way, the main purpose that guides this work is to analyze the occurrence of uses of the verbal regency in the spontaneous written texts of the students of the ninth year of elementary school to, from this, establish a teaching correlated with the standard norm in a school of the network State of Caxias-MA. Linked to the general objective. The following specific objectives are followed: to identify the predominance of verbal regency uses applied by students in their written textual productions; Compare the uses of verbal regency, paying attention to what the standard Norm recommends; To propose a process of teaching learning through didactic activities about verbal regency as a proposal for intervention that leads to the conducting jobs on the perspective of grammatical tradition and linguistic variation. For this reason, the study is based on the following theorists: Dorneles 2006), Borba (1996), Perini (2010, 2016), Chakravarty (2014), Antunes (2007), Bechara (2009), Fields (2014), Conni (2008) Travaglia (2009), Kennedy (2013), Luft (2008), Maria (2016), Kato (2015), Giacomozzi ( 2004), Wedge (2007), Azeredo (2010). In addition to others, they have subsidized the construction and development of the work as a whole. In the construction of the theoretical reference, three Topicalizados chapters are presented, successively with the following subjects: verb concepts in the vision of grammatical tradition, grammar of Valencia and generative grammar; Definitions about Regency and verbal supplements in light of these theories, and gains prominence the argumental structure of the verb, theory, which supports the research. The work was conducted through basic, exploratory, field and qualitative-quantitative research that subsidized research in a more effective way. The research develops from observations of the work with the writing in the classroom, where there was the application of the data collection.For the collection was used the poem: "My Eight years," by Casimiro de Abreu on which the students wrote a spontaneous text. Based on the texts, the phenomenon in study was examined. The analysis of the data revealed that the use of verbal regency in the texts of the students points to a moderate knowledge about verbal transitivity, the pupils use syntactic structures, sometimes equal to different regency verbs, setting the instability of the transitivity, demonstrate moderate domains on the cultured norm of the language related phenomenon investigated, so the students employ it associated with the uses of the colloquial language, therefore do not make relative differences between the oral and written uses. In view of this, the teaching on the regency needs to be improved both in the syntactic aspect and in the semantic, so it is proposed that linguistic activities depart from the colloquial uses for the formal teaching practices of the Portuguese language.