Cultura : variedades da língua na concordância verbal e intervenção pedagógica
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2015
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A preocupação central desta pesquisa foi compreender a presença das diferentes variantes linguísticas nas redações dos alunos, especificamente na concordância verbal e compreender se são as variantes extralinguísticas (sociais e culturais) as responsáveis pelo aparecimento das variantes linguísticas ou não nos textos, tendo como pressuposto as aulas de língua portuguesa. A pesquisa foi conduzida inquirindo 5 professores de língua portuguesa e 253 alunos, destes foram escolhidos 10 que tiveram relevância na temática estudada no ensino médio numa escola da zona urbana pertencente à rede estadual no interior do estado de Pernambuco. Na busca por respostas em torno do objeto pesquisado foi realizada uma abordagem sociolinguística quantitativa e uma abordagem complementar de base qualitativa e finalidade pedagógica. No primeiro momento, na fase quantitativa da pesquisa, foram feitos os questionários sócio culturais com os alunos investigados, em um segundo momento foi pedido que os alunos escrevessem um texto com características do gênero dissertativo com introdução, desenvolvimento e conclusão, e uma linguagem objetiva, e em seguida na fase qualitativa da pesquisa foi feita uma entrevista com os cinco professores de língua portuguesa que lecionam na escola. Os resultados demonstram que existem diferentes variantes linguísticas encontradas nos textos dos alunos, mais especificamente na concordância verbal, mas foi desmistificada a ideia de que estes escrevem com tais variedades porque tem influência extralinguística, mas assim o fazem porque não dominam as regras da gramática normativa. Sendo assim, o ensino não está reconhecendo por completo a realidade heterogênea da língua e ainda se atenta apenas à propagação da língua cultivada pela tradição gramatical, trabalhando a língua-padrão como única possibilidade de acerto, excluindo as demais variantes, rotulando-as como erros ou desvios.
The central concern of this research was to understand the presence of the different language variants in the newsroom of the students, specifically in verb agreement and understand it are the extra-linguistic variants (social and cultural) responsible for the appearance of linguistic variants or not the texts , with the assumption the Portuguese language classes. The research was conducted by interviewing five Portuguese-speaking teachers and 253 students, 10 of these were chosen that had relevance in the subject studied in high school in a school the village belongs to the state system in the state of Pernambuco. In the search for answers about the researched object was performed a quantitative sociolinguistic approach and a complementary approach of qualitative and pedagogical purpose base. At first, the quantitative phase of the research, the socio cultural questionnaires with students investigated were made in a second moment was asked students to write a text of argumentative genre features with introduction, development and conclusion, and an objective language, and then in the qualitative research phase an interview was conducted with the five Portuguese-speaking teachers who teach in school. The results show that there are different linguistic variants found in the texts of the students, specifically in verbal agreement, but was demystified the idea that these write with such varieties because it has extra-linguistic influence, but they do so because they do not master the rules of grammar rules. Thus, education is not recognizing fully the heterogeneous reality of language and still attentive only to the spread of the language cultivated by the grammatical tradition, working the standard language as the only possibility of success, excluding other variants, labeling them as errors or deviations.
The central concern of this research was to understand the presence of the different language variants in the newsroom of the students, specifically in verb agreement and understand it are the extra-linguistic variants (social and cultural) responsible for the appearance of linguistic variants or not the texts , with the assumption the Portuguese language classes. The research was conducted by interviewing five Portuguese-speaking teachers and 253 students, 10 of these were chosen that had relevance in the subject studied in high school in a school the village belongs to the state system in the state of Pernambuco. In the search for answers about the researched object was performed a quantitative sociolinguistic approach and a complementary approach of qualitative and pedagogical purpose base. At first, the quantitative phase of the research, the socio cultural questionnaires with students investigated were made in a second moment was asked students to write a text of argumentative genre features with introduction, development and conclusion, and an objective language, and then in the qualitative research phase an interview was conducted with the five Portuguese-speaking teachers who teach in school. The results show that there are different linguistic variants found in the texts of the students, specifically in verbal agreement, but was demystified the idea that these write with such varieties because it has extra-linguistic influence, but they do so because they do not master the rules of grammar rules. Thus, education is not recognizing fully the heterogeneous reality of language and still attentive only to the spread of the language cultivated by the grammatical tradition, working the standard language as the only possibility of success, excluding other variants, labeling them as errors or deviations.
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Orientação: José Bernardino Duarte
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, CULTURA, CULTURE, ENSINO DA LÍNGUA PORTUGUESA, PORTUGUESE LANGUAGE TEACHING, VARIAÇÃO LINGUÍSTICA, LINGUISTIC VARIATION