Interfaces entre enunciador e sujeitos gramaticais: implicações e complicações para o ensino das frases em língua portuguesa

Abstract

The present study show an analysis about the teaching of syntax in the perspective of enunciation, comparing the focus between two theories: the Enunciative and the Grammatical. From this, we will report to the bodies raised as to the teaching of the syntax of phrase and sentences. That one, to the theoretical assumptions that govern the teaching of the Portuguese language in enunciation and the variables that differentiate grammatical subject from enunciator and that materialize the senses and mean of the sentences. The choice for the present theme find base about the syntax approach that works the teaching of phrases only from its grammatical structure, leaving aside its teaching as a communication unit in which users build senses and meanings through the linguistic interactions that they are able to convey. Given that, “the man constitutes subject in language and through language” (BENVENISTE, 2005, PGL I, p.286). Thus, this study is based on authors such as Saussure (1995), Benveniste (2005) and (2006), Flores (2007) and (2017), Bakhtin (1929), Fiorin (2017), Souza Silva; Koch (1998) among many others. This form, the main hypothesis was that the teaching of syntax should start from the enunciated language, which is capable of differentiating grammatical people from people of speech. Other hypothesis was that the textbooks may not handle to emphasize the teaching of phrases as a unit of communication and one last hypothesis was that some students do not learn the syntax of phrases and sentences because they do not relate the language taught at school to the one they use all the time. In this sense, the main objective of the present study was to stand out the contributions of teaching syntax from the perspective of the Theory of Enunciation. Other was to show data on what students understand about the speaker, grammatical subject, phrases, types and subtypes. Still, to investigate how these contents are addressed in traditional textbooks and grammars as well as the contributions of these approaches to student learning. Its relevance consists in emphasizing the need for an approach to language teaching through an enunciative bias, considering that linguistic enunciation is intrinsically linked to syntactic studies and directly impacts the understanding of the messages that speakers send at all times. Thus, based on the data collected, we prepared a proposal for pedagogical intervention aimed at all elementary school teachers interested in this theme.