Memória das palavras: uma abordagem lexical da língua portuguesa em sala de aula

Abstract

Knowledge about lexicon is one of the essential competences for understanding a language, since it involves factors related to social practices, culture, history and the identity of speakers. However, the lack of systematization of the lexical content approach, specifically regarding the performance of the words of African etymology in the formation of the Brazilian lexicon, in a 9th grade classroom of a public school in the state of Paraíba, led us to the following questions: how to develop a meaningful and systematized approach to the Portuguese language lexical system? What are the implications of this approach in the teaching-learning process? This has led to the need to elaborate and develop a didactic sequence that offers the possibility of working the lexicon more effectively through the dictionary entry genre. In this work, we intend to analyze the contributions of actions directed to the lexical formation of the Portuguese spoken in Brazil for the knowledge of the student. In this way, we apply writing strategies that favor the valorization of the words of African origin that influenced the formation of our lexical system, making possible the (re) knowledge of the lexical contribution of African base incorporated into Portuguese spoken in Brazil. We also seek to elicit in the students the widest knowledge about their linguistic identity, in addition to presenting the hypergeneric dictionary, expanding the conception of use and purpose and proposing to students the production of the genre dictionary entry on the subject matter in question. Therefore, the present study was based on the following theoretical contributions: Pontes and Santiago (2009), Krieger (2012, 2014), Santiago (2012, 2015) and Antunes (2012) in the studies focused on Lexicography and lexicon in the classroom; Mendonça (1972), Castro (2001, 2012), Lopes (2006), Silva (2004) as a basis for questions concerning contact between African languages and Brazilian Portuguese; Dolz and Schneuwly (2004) and Marcuschi (2008) in the guidelines on the elaboration of the didactic sequence. The methodology followed the assumptions of the action research of Thiollent (1986), Moreira; Caleffe (2006) and Fritzen (2012) from a qualitative perspective regarding the research data. In general, the results point out that a systematic and meaningful work with the lexicon in the classroom, from the hypergeneric dictionary, contributed to the students to increase the knowledge about the formation of their own linguistic identitywhile they have had a significant improvement over the writing process.