Da fala para a escrita: um estudo sobre a variação no uso dos pronomes oblíquos me x mim por alunos do 8º ano do ensino fundamental

Abstract

This dissertation focuses on the nasality of the unstressed oblique pronoun me, pronounced as mim, by 8th grade students from a public school located in the rural area of the city of Itainópolis, Piauí. This phonological phenomenon is frequently reflected in the written productions of these students, in which it is possible to observe the exchange of the unstressed oblique pronoun me for the tonic mim, in a position adjacent to the verb. The main objective of this study is to determine whether this exchange is related to the nasalized form in which they articulate this pronoun in the effective use of the language in the most diverse contextual situations. This study is justified by the recurrence of inappropriate uses recorded in the spontaneous written productions of the students, a fact constantly observed by the Portuguese language teacher of the class, which affects the quality of their written texts. All discussion will start from the approach of Latin personal pronouns, anchored in studies by Comba (2002) and Almeida (2000), followed by the conception of the use of personal pronouns in Brazilian Portuguese prescribed by Traditional Grammar (GT), based on the rules described by Cunha & Cintra (2016), Bechara (2019), Cegalla (2020); and in the linguistic studies of Câmara Jr. (1970), Vagones (1980), Callou & Leite (1993), Silva (2002), Abaurre & Pagotto (2013), Bisol (2014), Battisti & Vieira (2014), Collischon (2014), Alves (2017), Matzenauer (2017), among others, with which we intend to assertively understand these exchanges that are reflected in writing. The guiding questions of the research are: is the inappropriate use of the pronoun mim, instead of me, in students' writing influenced by the nasalized way in which they articulate the latter in their oral linguistic interactions? Is the inappropriate use of these pronouns related to the students' lack of knowledge of the rules prescribed by normative grammar for their formal use? Is the nasalized pronunciation of the pronoun me related to the lack of knowledge of oral and nasal clitics? It is assumed that the nasality in the way in which students articulate the pronoun me, making it effective as mim, in their oral linguistic interactions, is a determining factor for them to inappropriately replace it, in their written productions, with the oblique tonic mim, in a position adjacent to the verb. Another cause of this inappropriate use may be the students' lack of knowledge of the rules established by normative grammar regarding the use of such personal pronouns in question. Or perhaps, such students are unable to distinguish the clitic in the oral form from that in the nasal form. Apparently, they do not distinguish between orality and nasality. The research conducted, in terms of typology, is qualitative-quantitative, exploratory, explanatory, descriptive, interventionist, bibliographical, field research, documentary, applied, and survey. The results revealed the interference of oral language in students' writing, related to the replacement of the unstressed oblique pronoun "me" with the stressed "mim" near the verb, as well as a deficiency, presented by a large proportion of the students in the class, regarding the mastery of normative grammar prescriptions related to the formal use of oblique pronouns in question.