Variação no emprego de orações relativas em textos de alunos do Ensino Fundamental: uma proposta pedagógica

Abstract

Based on theoretical assumptions of Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 1968) and on the application of linguistic variation continuums proposed by Bortoni-Ricardo (2004), this study presents a research-action with the variation of relativization structures, known as adjectives clauses, in a 9th grade class of middle school from Quatis-RJ. According to previous linguistic studies (MOLLICA, 1977; TARALLO, 1983; SANTOS, 2015), in Brazilian Portuguese, there are three strategies of relativization: standard (Você tem uma opinião de que discordo), resumptive pronoun (Você tem uma opinião que eu discordo dela) and prepositional-phrase chopping (Você tem uma opinião que eu discordo). Therefore, this research had the following objectives: (i) to verify whether the description of relativization in textbooks addresses the variation in compliance with national guidelines for Portuguese teaching; (ii) to map the relative clauses structures from the students' texts, describing their linguistics behaviour on each textual production; (iii) to enable these same students to consciously use the variants of relative clauses, standard and the prepositional-phrase chopping, depending on the point of the orality-literacy continuum in which the communicative event is located, in order to bring them closer to the linguistic practices of educated individuals. To achieve these objectives, we surveyed three collections of textbooks and developed a pedagogical mediation consisting of five stages, with reading and analysis of texts of different genres distributed in a continuous orality-literacy to observe the variants, culminating in the retextualization of a short story from speech to writing, according to the operations described in Marcuschi (2010). The results have showed that the students have captured the variable phenomenon, since, from the diagnostic activity with inexpressive use of the standard variant (7%), restricted to the function of adverbial adjunct, and high productivity of the cutting variant (93%) in all cases, the students have already managed to use the prestigious variant (37%) in competition with the non-standard one (63%) in the retextualization from the oral story to the writing located in the intermediate point of the continuum and they have manifested the predominance of the standard variant (90% ) on the cutter (10%) in rewriting for the field of more literacy, similar to what occurs in the writing practices of the literate society.. Consequently, when addressing the adjective clauses as a variable phenomenon, the didactic mediation achieved the purpose of bringing a proposal for systematic work with linguistic variation in the classroom, as recommended by official documents that provide guidelines for the Portuguese teaching (BRASIL, 1998, 2017).