A linguagem espontânea em gêneros textuais formais escritos por alunos do 9º ano do Ensino Fundamental: uma análise sociolinguística

• Ano de defesa: 2024
• Autor(a) principal: Romcy, Jackeline Sá
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Linguagem espontânea; Escrita; Gêneros textuais formais; Sociolinguística; Spontaneous language; Writing; Formal textual genres; Sociolinguistics; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/80212

The practice of writing in school is motivated by the proper use of language, allowing students, as Portuguese speakers, to use their linguistic repertoire to create socially acceptable texts. However, employing the appropriate language for more formal texts can be a challenge for some students, who may end up using inappropriate forms. In view of this, this study aims to investigate the presence of spontaneous, more informal language in formal textual genres written by 9th-grade students of a public municipal school in Fortaleza (CE). Based on the theoretical assumptions of Sociolinguistics and Educational Sociolinguistics (Bagno, 2003, 2007a, 2007b, 2013, 2014; Bortoni-Ricardo, 2004, 2005; Dell Hymes, [1972] 1996; Faraco, 2008; Vieira, Rocha e Silva et al., 2023) and studies on textual genres and their relations in the speech-writing continuum (Marcuschi, 2008, 2010; Koch and Oesterreicher, [1985] 2013), the research adopts a methodological approach based on action research (Thiollent, 2011), according to PROFLETRAS guidelines. To intervene pedagogically in the identified problem, the methodology used involved the application of a Diagnostic Activity, with the production of a complaint letter aimed at a formal context, followed by a Sequence of Activities focused on the reflection on linguistic variation and, mainly, on linguistic adequacy in formal textual genres. The data obtained confirm our initial hypothesis, revealing the presence of inappropriate terms in the students' initial productions. However, after the intervention, it is possible to observe the development of the ability to reflect on the language, with an emphasis on linguistic adequacy. Therefore, at the end of this work, we provide in the appendix our Pedagogical Notebook, used during the intervention with the students, which can serve as support material for Portuguese language teachers interested in working on this topic.