As relações de predicação : uma proposta de análise linguística para o 7º ano do ensino fundamental

Abstract

This work is developed in the research interest Language and Teaching Theories. Its theme is the teaching of grammar, more specifically the teaching of the predication relations of the verb with the subject and its complements in the 7th grade of Elementary School. The grammatical knowledge, essential for the didactic-pedagogical interventions carried out by the teacher, allows the student to reflect and use the language with efficiency, paying attention to its operation, but the teaching of grammar in Brazil, as well as all the teaching of the Portuguese Language has still been a great challenge for teachers and students. In the specific case of the teaching of predicate relations, this reality is still more complex. Although studies on predication in Brazilian Portuguese are found, none of them aims to present a theoretical and methodological support in order to broaden students' understanding of the use of this phenomenon. In this way, the objective of this work is to investigate the understanding of the students of the 7th grade of Elementary School about the relations of predication in order to elaborate a proposal of teaching that broadens their understanding about this phenomenon. To achieve this goal, we developed a descriptive, field and qualitative research in a 7th grade class at a public school in Miguel Alves city, Piauí state. As an instrument of data collection, we used a diagnostic activity. In addition, we analyze the theoretical-methodological assumptions of the textbook adopted by the school in the 7th grade on predication. We have based the work mainly on : Antunes (2007), Castilho (2012), Campos (2014) Ferrarezi Júnior (2012), Foltran (2003), Neves (2002), PCN (1998), Perini (2000, 2008, 2016) Possenti (2006), Oliveira and Quarezemin (2016), Travaglia (2009) in order to better understand how the teaching of predicate relations in teaching occurs. The results of the analysis of the diagnostic activity show that the students understand the contents involved in the relations predication in a fragmented and decontextualized way, presenting difficulties to analyze the sentence structure and to identify the verb function in each situation, and the analysis of the textbook, that the theoretical-methodological approach adopted by the book privileges mainly the grammatical tradition. So, we have concluded that it is essential to understand the relationships of predication work with the descriptive approach of grammar and therefore we have elaborated a teaching proposal on the predication relations that assumes not only the prescriptive approach of grammar, but also the approach of the descriptive grammar about the argumental structure of the verb in Castilho (2012) and verbal valences, Perini (2008). In addition, we have concluded that in order to elaborate a proposal of this nature, the teacher must be a language researcher to remedy the gaps that traditional grammar cannot cover them.