O ensino do fenômeno da crase: reflexões linguísticas para o 9° ano do ensino fundamental

Abstract

This paper is linked to the research line "Theories of language and teaching" of the Professional Master's Program in Language – PROFLETRAS, from the Piauí State University – UESPI. Its theme is the teaching of the phenomenon of crass, more specifically, the linguistic reflections that can contribute to the teaching of this phenomenon. Nowadays, we perceive that students feel very difficult about the use of differential accent in their textual productions, suggesting that the teacher dispenses his attention to the diagnosis of these difficulties in order to elaborate teaching proposals that contemplate the real difficulties of students in relation to employment of this accent. In this regard, the research question is: what is the understanding of elementary school students about the phenomenon of crass? The hypothesis that we defend is that students do not understand the phenomenon of crass because they do not know the linguistic functioning about this phenomenon, but only rules of use, non-use and facultative use. In this way, the general objective of this work is to present a proposal of teaching of the crass phenomenon based on linguistic reflections. To reach this objective, a bibliographical, descriptive, field and qualitative research was developed. In this research were the students of the 9th grade of a municipal public school in the city of Coelho Neto – MA and the textbook adopted by the school. The students were investigated through a diagnostic activity. For the development of the research, we mainly adopted as theoretical support, among others, the following works: Travaglia (2009), Antunes (2003), Mendonça (2006), Geraldi (1997), National Curricular Parameters (1998), Garcia Reis (2009), Pessoa (2014), Bagno (2007), Cegalla (2008), Abaurre e Pontara (2006), Müller (2002), Paraguassu-Martins (2010) e Taveira da Cruz (2008). The results of the research demonstrated that students partially dominate the phonological, syntactic and morphological aspects that permeate the phenomenon of chroma, while at the same time presenting limited understanding of the semantic aspect. In relation to the didactic book, we verified the primacy of the phonological, syntactic and morphological aspects of the linguistic phenomenon studied, without emphasizing the semantic choices involved in its use, making the students' understanding mechanical and meaningless, considering the reflexive use of the language and of their expressions. Thus, we elaborate a complementary teaching proposal to the proposal by the didactic book focused on linguistic reflection and mainly in the semantic aspect.