Linguagem formal e informal: uma proposta para o desenvolvimento da competência interacional no Ensino Fundamental

Abstract

This proposal is based on the principle that it is of the utmost importance for students to acquire knowledge that enables them to experience linguistic situations in oral and/or written modalities, in which they can demonstrate competence in interacting with others. In this respect, we observed some difficulties in the 9th grade classroom in terms of students realizing that the different social contexts in which they take part give rise to an understanding that there are different forms of interaction, both formal and informal, which implies in the use of appropriate registers. Based on these difficulties, this study presents the theme ‘Formal and informal language: a proposal for developing the interactional competence of Elementary School students’, with the general aim of proposing a set of intervention activities, capable of providing students with knowledge of the use of language in its formal and informal registers, according to the social situations in which they interact. From a specific point of view, the proposed objectives are geared towards activities that focus on formal and informal language and recognition of these registers in the proposed genres. For this purpose, the study was based on sociolinguistic theories and the textual-interactional perspective, as well as the studies of Dolz, Noverraz and Schnewly (2004), since this is a proposal for a didactic sequence. The activities include textual genres such as invitations, interviews, polls, debates and conversations, emphasising the development of interactional competence, considering the situations of use. Specifically, the theoretical framework of the proposal is based on the studies of Bagno (2007a; 2007b), Teixeira (2020) and Monteiro (2020), among other authors. We also drew on the knowledge of Koch (2002), Antunes (2009) and Kerbat-Orecchioni (2006), from a textualinteractive perspective. Regarding the notions of textual genre, we based our studies on Marcuschi (2010). With regard to formal language and informal language, we considered the writings of Bagno (2012), Teixeira (2020), Uchôa (2019), Silva (2012), among others. The methodology adopts a qualitative approach and is based on action research, according to Thiolent (2011). With regard to the approach of the research, we drew on Gerhardt and Silveira (2009), as well as Prodanov and Freitas (2013). As a result of the application of the proposal, students are expected to be able to identify and describe the characteristics of (in)formal language.