A concordância verbal no 9º ano do ensino fundamental: variação, norma e ensino

Abstract

This research develops at the field “Language and Teach Theories” of Professional Masters at Letters Program – PROFLETRAS of Piauí State University – UESPI and has as theme the perfomance of 9th grade students about verbal agreement, relative to the subject agreement with verb according to the standard of Brazilian Portuguese. Nowadays, the tutorship of Portuguese language is acquiring featured and the theme Grammar Teaching has been object of reflections at debates of teachers, at books and magazines spcialized, once the work with grammar is considerated problamatic at all levels, above all, at Elementary School. At this scene, the verbal agreement is one of the aspects of normative grammar important to be observed. The verbal agreement from the perspective of normative grammar presents under the formulation of excessive rules, what make its instruction mechanical and purely prescriptive. In this sense, the objective of this study is to investigate the liguistic perfomance of 9th grade of Elementary School students of a public school in Piracuruca – PI, related to the usage of agreement of subject with verb according to the standard and, specifically, develop a teaching purpose that contributes to the developmet of linguistic performance of the students about the verbal agreement. To reach such, it was developed a descritive research, of qualitative nature, wich adopted as procedure the field research. The theorical abording of this study was grounded at the assumptions of these authors: Antunes (2003), Possenti (2006), Travaglia (2009), Neves (2014), Elias (2014). The data analysis show the variation at the aplication of verbal concordance standard rules doesn’t happen of random way, but, for reasons linked to the very language factors, once that some scenes, like the anteposition and proximity of subject relative to the verb, there was effectiveness in achieving the standard verbal agreement. In the other hand, it was observed that the cases which there wasn’t compliance rules to the standard verbal agreement appear during the very functioning of language and cognitive processes involved in the uses that the speaker practices, what has confirmed the hypothesis that the standard of language must be taught at school from interrelation of normative gammar with the liguistic assumptions, evincing the existence of liguistic variety. Therewith, justifies the elaboration of a reflexive teaching purpose around the verbal agreement, since the access to the language educated norms expands the linguistic performance of the students, promoting the development of cognitive competences so they can make the aware use of the rules.