Inadequações de concordância verbal na 3ª pessoa do plural em textos escritos de alunos do 8º ano do ensino fundamental: uma proposta de análise linguística

Abstract

In this work, we made a diagnosis about the inadequacies of verbal agreement in the 3rd person of the plural in written texts of students of the 8th year of elementary school, in a school in the state of Maranhão, we describe the most recurrent cases and elaborate a Pedagogical Intervention Proposal. Because of this research bias, it fits into the Research Line Theories of language and teaching, which aims to analyze and describe the inadequacies of third-person plural verbal agreement identified in students' written productions, so we rely on Martellota (2003) and Neves (2007), who conceive the teaching of grammar in a functionalist conception, which works from the perspective of reflection and use. We emphasize that, here, we do not work directly with these theoretical sources, but only with their reinterpretations, considering that the approaches on the aspects of functionalism and their conceptions are not the focus of this work. This dissertation is based on the grammar of reflection and use. Thus, we performed a theoretical approach on the following authors: Marcuschi (2010) Antunes (2009); Rojo (2012); Antunes (2009) Bechara (2009); Faraco (2002); Cunha and Cintra (1985) and Geraldi and Oliveira (2002), Travaglia (2006), as well as the official documents National Curriculum Parameters (BRAZIL, 1998) and the Common National Curricular Base (BRAZIL, 2017). We observed, in the pedagogical routine in the classroom and in the reading of the written texts produced by the students of the 8th year of elementary school, that it would be necessary to rethink the teaching of grammar at school. Thus, it was from this point that we started to develop this work, since it was found that teaching grammar by grammar did not make sense to students and that it would be necessary to promote teaching that reflected on the use of language. The analysis of the results obtained through the texts (rewritten) of the students show that, in the majority, they develop the writing process, without reflecting, in a mechanical way. Still, through their rewrites, we show that there is a marked influence of orality in writing. Therefore, it was possible to verify that in most of the texts that make up the corpus of this work, students use verbal agreement without articulating usage and reflection, justifying the need for the pedagogical