Ensino de concordância nominal de número no 6º ano do ensino fundamental numa perspectiva variacionista

Abstract

Nominal number agreement has been a topic addressed by sociolinguistic researches (SCHERRE, 1988, 1994; NARO; SCHERRE, 1998, among others), since it constitutes a variable morphosyntactic phenomenon in different levels of Brazilian Portuguese speech and writing. Based on the theoretical contribution of Variationist Sociolinguistics (WEINREICH; LABOV; HERZOG, 1968) and their contributions to teaching (COAN; FREITAG, 2010; VIEIRA; FREIRE, 2014; CYRANKA, 2014), particularly the application of continuous of linguistic variation formulated by Bortoni-Ricardo (2004, 2005), this work has as general aim to offer a contribution to the Portuguese teaching regarding the approach of linguistic variation in the description of grammatical topics, such as nominal agreement, in order to meet what is presented in the documents dealing with education in the country. Our specific objectives are the following: (i) to make an analysis of Portuguese textbook collections destined for middle school by sampling, in order to verify whether the description of the nominal agreement of number contained therein includes the linguistic variation, as provided by official documents about Portuguese teaching; (ii) to propose a didactic mediation with the phenomenon of nominal agreement in the perspective of linguistic variation, so that it can lead students to recognize the use of both variants in a continuity of orality-literacy and stylistic monitoring (BORTONI-RICARDO , 2004, 2005). In this work, we adopt the methodology of bibliographic and documentary research (GIL, 2008), since we undertake the literature review on the subject (grammars, sociolinguistic research) and the analysis of elaborated materials (textbooks). As it is a professional master's degree in Languages, this research is also of a purposeful nature, so that we present as a product the development of a pedagogical mediation with activities that contemplate the variation in the didactic treatment of the nominal number agreement, including retextualization from a prototypical genre of speech to another of writing, through some of the operations described by Marcuschi (2010). Based on the elaborated didactic mediation, we show that the modality and stylistic monitoring continua associated with the process of retextualization can be useful tools to lead students to observe the distribution of the variants of the variable phenomenon discussed here.