O ensino das relações lógico-semânticas e discursivas

Abstract

A very discussed issue when it comes to the teaching of the mother tongue (in our case, the Portuguese language) is the way Portuguese language classes are conducted. In these discussions, and also in the classroom practice, it is possible to perceive a certain dualism, more precisely about the teaching of grammar, so that we identify, mainly, two different approaches, as to its purposes, in the conduction of these classes, of the prescriptive grammar, or of the descriptive one. In any case, when the grammatical contents broken down in the manuals - grammars and textbooks - are worked on, a teaching centered on metalanguage and taxonomy (and not on actual use) prevails, which has not contributed to the expansion of the language skills of the learners. n this research, through a diagnostic evaluation, we noticed that most of the students of the 1st year of high school in a state school in Ceará showed difficulties in interpreting and producing texts when the ability evaluated is the understanding of the relations of meaning between the sentences and periods, even those students already having seen the subject (syntax of the compound period) in the 9th year. Based on this, we intend, in this work, the development of a sequence of activities, in which the epiliguistic character prevails, aiming to develop in the student abilities related to the articulation of sentences - mainly the uses of the connectives -, so that these students are able to understand the logical-semantic and discursive relations present in texts, in order to understand with more clarity the real intentions of (inter) speakers. The methodology consisted of an action research, with activities of survey, intervention and evaluation. We propose a theoretical contribution in the assumptions of linguistic Functionalism (Halliday, 2004; Givón, 1995; Neves, 1988, 1997, 2012, 2016, 2017, 2018), and particularly in the theory of rhetorical structure (Mann; Thompson, 1988; Mann; Thompson, 1983; Decat, 2001), among others. The proposed activities promoted a broader work with the articulation of sentences, integrating morphological, syntactic, semantic and pragmatic aspects. As a result, we confirm that an approach of teaching in which order is reversed, privileging the use and reflection to reach - if necessary - classification and nomenclature, can greatly contribute to the understanding (and consequently the production) of logical relations - semantic and discursive texts.