Trilha didática para o uso do aí no Ensino Fundamental: oralidade>escrita>oralidade

Abstract

This essay presents the theoretical and methodological fundaments of a didactic circuit, to which we call trail, for the study and use of the word “aí” in the 7° year of middle school. Linguistic studies (TAVARES, 2001, 2009) show the grammatization of this word in constructs present in the orality. In school, the student usually knows the use of the aí based solely on the description of normative grammars, which assorts it in the adverb classification, considering it a location circumstantial. On its written texts, however, based on informal experience on grading of school essays, it is observed the circulation of various meanings and functions of that word. The main objective of this work is precisely that of contribute to the conscious use of the Aí by the students from the 7º year of the middle school, relating aspects from orality and writing from the Portuguese as native language. As specific objectives, it’s appointed; 1) To articulate didactic activity proposals taking from the orality interface, literacy, linguistic norms and collaborative/active learning. 2) To insert the activities in stages of the trail according to the affinity between them. 3) To ponder about the efficacy of said activities. 4) To promote orality strategies by sonorous and graphical means. 5) To promote writing strategies by sonorous and graphical means. Taking it from the hypothesis that occurs influence from traces of orality, such as the repetition, in written texts. For the study and usage of that lexical item in the aforementioned eduction level. It is proposed the creation of a didactic circuit based on the association between two learning approaches: the collaborative (TORRES e IRALA, 2014, BEHRENS, 2004) and the active methodology (MORÁN, 2015) such that the student get in contact with the various possibilities of use of that word and learn to use it in contexts of orality and writing, taking in account the text’s interlocutor. To that end, the activities shall be grounded based in the notion of the continuum, of the orality-literacy (BORTONI-RICARDO, 2004, 2005) as much as norms and literacy (BRAVIN DOS SANTOS, 2018) and of textual genders (MARCUSCHI, 2001). The fanfic, fan fiction, has been chosen as the main discursive gender to direct the trail, such gender favors the interface between continuums, literacy, linguistic norms and collaborative learning. Unfortunately as a consequence of the sanitary restrictions due to the Covid-19 pandemic, it wasn’t possible, yet, to run the trail course. Therefore on one hand lacking conditions to obtain neither positive results nor negative ones, with regards to the development of the activities by the students. On the other hand, we’ve considered the simultaneous trail construction and reflection process as positive result, as it allowed for the discovery of important phenomena to the school work in middle grade concerning the aforementioned interface.