Abordagem funcionalista da oração adjetiva: uma intervenção pedagógica no ensino fundamental

Abstract

In this paper, we present and discuss the results of applying a didactic proposal for a functionalist approach to adjective clause in Elementary School. We aim to contribute to the improvement of teaching of adjective clause, considering authentic texts produced in real situations of interaction and respecting the diversity of linguistic usage. Through an interventional research, of a qualitative-interpretative nature, we developed a sequence of classes composed of four stages. The theoretical and methodological support is the North American Functional Linguistics and its correlation with Portuguese language teaching, notably in accordance with national curriculum guidelines. The findings reveal that the students in the participating class had understood the content better than that ones of the control class. This better understanding is mainly related to: i) different strategies of adjective clauses, ii) semantic and discursive-pragmatic aspects related to the uses of these clauses and the head noun to which they are linked and iii) distinction between restrictive and nonrestrictive adjective clause. The results also show the need for adjustments due to the reality of the classes and the attendance to the theoretical support. Such adjustments include the time allocated to activities and the readjustment of some exercise questions.