Ensino da temporalidade verbal na perspectiva da semântica da enunciação: propostas teórico-metodológicas para o trabalho com Língua Portuguesa nos anos finais do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Cláudia Ribeiro Rodrigues
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Semântica da Enunciação; Temporalidade verbal; Ensino de Língua Portuguesa; Redes enunciativas; Língua portuguesa (Ensino fundamental) – Estudo e ensino; Linguística aplicada; Enunciação; Livros didáticos – Avaliação; Língua portuguesa – Verbos
• Link de acesso: http://hdl.handle.net/1843/42860; http://orcid.org/0000-0002-8956-6099

We developed a qualitative research, within the scope of Applied Linguistics, based on the principles of the Semantics of Enunciation, based on Bally, Benveniste, Ducrot, Guimarães and Dias, whose studies provide conditions to observe how the production of meaning takes place. From this perspective, the enunciation is a historical-social event affected by the interdiscursivity that permeates the speaker's language practices. During this event, the subject mobilizes linguistic forms and updates the memory of the sayings, producing and directing meaning effects. Our object of study is the teaching of verbal temporality. Focusing on the future tense of the simple and compound past tense, we investigate how the work of analyzing linguistic tense in the classroom is recommended by the National Common Curriculum Base (2018) and analyze how this tense is treated in Portuguese grammars and in three collections textbooks for the final years of elementary school. We observed a discrepancy between what the document recommends for language teaching and the way this work is done in teaching materials. Thus, our objective with this research was to provide theoretical and methodological subsidies for teaching the category of verbs in basic education, pointing a new look at the constitution of verbal temporality and, consequently, contributing to a redefinition of the work of linguistic analysis with activities that lead the student to reflect on the enunciative aspects of language. Therefore, we present a proposal for the analysis of the verb forms of the future tense, in their simple or compound format, in real situations of language functioning, through the observation of their temporal plans. In this way, it is possible to visualize the various enunciative aspects expressed by these verbal forms and understand the way in which they collaborate with the production of the utterance's meaning and, as an effect, in the construction of the global meaning of the text. Furthermore, we propose the teaching of linguistic analysis of the category of verbs in which the enunciative networks, a technique developed by Dias (2018) that allows observing the organic and enunciative dimensions of the language, are configured as a teaching tool for the student to recognize the linguistic time as an essential semantic-enunciative factor in the construction of meaning in texts. The results show that our analysis and teaching proposal projects elements capable of covering or softening the gap between theory, guidelines and teaching practices, contributing both the theoretical and the methodological parts to an adequate understanding of the verb tense and to the development of reading and writing skills.