Interferências linguísticas no contínuo de oralidade e escrituralidade: uma proposta de produção do artigo de opinião no 9º ano do Ensino Fundamental

Abstract

Considering that teaching situations should lead students to reflect on language in order to understand it and to use it appropriately to the situations and its purposes, as the National Curriculum Parameters show us, it is the present work, the result of a pedagogical intervention, of a qualitative nature, in a 9th grade class from a public school in the city of Natal, Rio Grande do Norte. Our research consisted in the identification of linguistic interferences as a symptom of Discursive Traditions in the students' writing process, according to the postulates of Kabatek (2006). It is understood by linguistic interference the deviation of the norms of a language from the appearance of elements of another, be it in the phonetic, morphological, syntactic or lexical field, according to Kabatek (1997). Based on this concept, our study aimed to investigate the presence of interference between varieties, and their influence on the displacement of textual productions in the oral or writing continuum, based on Koch and Oesterreicher (1990). initial productions and finals. For this, we are based on Textual Linguistics, according to Coseriu (2007), from the distinction between the three levels of speaking: the universal, the historical and the individual. Through the execution of a didactic sequence, a systematic model proposed by Dolz and Schneuwly (2004), the students produced the textual genre opinion article, on which we theoretically support the contributions of Brakling (2000). The choice by gender is justified by its relevance to the expression of a critical and reflective understanding of relevant themes in society through the cultivated variety. At the end of the intervention and the analysis of the results, we see the displacement of the productions in the continuum of texts, through the substitution by the students of interferences that characterize orality, by the use of structures focused on the communicative distance, as required by the context in question.