Medeiros, Mario Lourenço deFerreira, Sara Alexandre2021-10-082021-10-082021-06-10FERREIRA, Sara Alexandre. A concordância verbal numa perspectiva sociointerativa para o ensino de língua portuguesa. 2021. 155f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2021.https://repositorio.ufrn.br/handle/123456789/43758Among the various attributions that compete in Portuguese language classes, one of them is also to teach students the cultured norm, offering them the opportunity to improve their grammatical knowledge when writing textual genres in which they need to properly use the prescriptive rules. With regard to the use of verbal agreement, we must take into account the richness of linguistic variation in order to guide students to recognize the dialectal differences they have considering the context in which they are found and the conditions of textual production presented. Therefore, our research object concerns the use of verbal agreement in the production of students' texts. And as a general objective of this work, we present a proposal for a pedagogical intervention on the use of verbal agreement in the written production of music and news genres in their respective interaction contexts. In specific terms, we propose to: identify cases of linguistic variation in verbal agreement in texts of the music genre; apply the prescriptive grammatical rules for the use of verbal agreement in the production of texts in the news genre; and finally, distinguishing in the music and news genres the use of verbal agreement in the cultured and popular varieties, properly adapting it to each interactional context. The scenario chosen for this research was a municipal public school in the city of Fortaleza-CE, whose participants are students from the 8th grade of Elementary School. As for the methodology of our proposal, it is an action research (LÜDKE; ANDRÉ, 1986; THIOLLENT, 2011) with a qualitative-interpretative approach in data generation. (BODGAN; BIKLEN, 1994). Regarding the operational instruments, we propose: a questionnaire (diagnostic), photographs of the actions of the entire pedagogical process and records documented in the field diary. We also propose that the corpus of this work be the texts produced by the students, applied and developed in the steps of the didactic sequence, in the terms presented by Dolz, Noverraz and Schneuwly (2004). Our theoretical framework is structured around the concepts of: language and language (CAMPOS, 2014; KOCH, 2015; AVELAR, 2017; TERRA, 2018); types of linguistic norm (BAGNO, 2001; 2002; 2003; FARACO, 2008; FARACO; ZILLES, 2017) and grammar of the Portuguese language (TRAVAGLIA, 2000; 2004; FRANCHI, 2006; BRITTO, 2007; BAGNO, 2001a; 2001b; 2009a); linguistic variation in the different contexts of speech and writing interaction (BORTONI-RICARDO, 2004; 2005; 2019; BAGNO, 2007; 2009b; 2013; 2015; COELHO et al., 2015); the conceptual and theoretical assumptions of textual genres (ANTUNES, 2009; 2014; 2017; MARCUSCHI, 2010); and finally, the treatment of verbal agreement in written textual genres (TRAVAGLIA, 2000; 2004; MELLO, 2005; AZEREDO, 2018). In this way, we hope that the application of the rules of verbal agreement in the text genres music and news will be an opportunity for the student to deal with the language in its most diverse authentic everyday uses, since everything we do linguistically is done through of some genre. Therefore, we suggest that the Portuguese Language teacher explores the variability of verbal agreement in the classroom, considering that this practice can provide the student with the opportunity to develop their linguistic and communicative competence more consciously and in different situations of speech interaction. and writing, thus corresponding to the expectations of the present intervention proposal.Acesso AbertoNorma culta e gramáticaVariação linguísticaConcordância verbalEnsino de língua portuguesamasterThesis