As vozes do verbo : um estudo semântico e sintático numa turma do oitavo ano do ensino fundamental

Abstract

This work is developed in the line of research Theories of Language and Teaching of the Professional Master's Program in Letters (PROFLETRAS) of the State University of Piauí (UESPI). Its theme is the teaching of grammar, more specifically, the teaching of verbal voices. The teaching of grammar is a pertinent theme in the current educational scenario, since the methods of approach and the understanding about the contents that involve this theme are still traditional and reason for many discussions. In this scenario, the study of verbal voices is one of the great obstacles in the teaching of grammar. Although there are already works that deal with this theme, none of them has the objective of presenting a theoretical and methodological support in order to broaden students' understanding of the use of this phenomenon. Thus, the aim of this work is to investigate the understanding of the 8th grade students about verbal voices in order to elaborate a teaching proposal that will increase their comprehension about this phenomenon. In order to reach this objective, we developed a descriptive research, adopting as a procedure the research and field, of a qualitative nature, carried out in an 8th grade of the ES of a public school in Lago da Pedra - MA, based mainly on the following works: Antunes (2007; 2009); Bechara (2009; 2014); Bertucci (2015); Campos (2014); Cançado (2015); Castilho (2014); Geraldi (1991; 2011); PCN (1997); Perini (2016); Possenti (2004) and Travaglia (2009; 2011). The research carried out showed that students mainly understand the syntactic aspects of verbal voices and present difficulties to relate the semantic information triggered by the verb to the terms of the sentence. In addition, we analyzed the textbook and found that it follows the same approach of traditional grammar, considering only the syntactic aspects and disregarding, almost exclusively, the semantic aspects of verbal voices. We conclude, therefore, that for the students' understanding, it is essential to work with the semantic approach of verbal voices. Thus, considering that the textbook prioritizes the syntactic approach of verbal voices, we elaborate a teaching proposal on verbal voices that mainly valorizes semantic aspects in a reflexive way, creating situations for students to observe and reflect on this linguistic phenomenon in use. For this, we assume the hypothesis of Bertucci (2015) that the theory of thematic roles associated with the syntactic approach of grammar can contribute to broaden students' understanding of verbal voices.