Navegando por Assunto "Língua portuguesa - Gramática"

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Análise do tratamento dado à gramática em um livro didático de 3° ano do ensino médio
(2019-07-26) Soares, Maria Fernanda; Santos, Eudes da Silva; http://lattes.cnpq.br/8701527300251171
This research aimed to analyze how the teaching of grammar is presented with in a third-year high school book, identifying what type of grammar is brought in the textbook, since the last year of high school is understood as decisive in the life of Students. The analysis was performed through a mapping of the support, and three activities offered in textbook were chosen to be observed as the teaching of grammar is willing, respectively of the first and second unit, because the third and fourth do not present Grammar, but linguistic analysis Mendonça (2006). The notions of grammar presented in this research that gave basis for the analyses were from Travaglia (2009). The discussions about the teaching of grammar at school were based on the texts of Possenti (2012), Vieira (2013, 2018) and Brazil (1998). The methodology used was a qualitative analysis Cordoba & Silveira (2009) and Flick (2009), also of documentary Nature Lüdke and André (2012). Finally, data analysis can be understood that the normative grammar is the most used in the classroom, and it is interesting to note that the use of textual genres as a base for their teaching makes them easy to understand in the teaching Learning process.
Restrições modo-temporais em sentenças introduzidas pelos advérbios antes e depois encaixadas pelo complementizador Que
(2019-11-21) Silva, Joelma Sobral da; Lima, Rafael Bezerra de; http://lattes.cnpq.br/8700226970298080; http://lattes.cnpq.br/5798864882238240
The present work has as scope the study of the verbal phrase (VP) and it’s relation with the adverbs before and after in complex sentences inserted by the complementer that. In this sense, we seek to describe and analyze the limitations related to mode-time endings in structures such as: / The lawyer answered before the judge questioned. / e / The musician will play after she asks. For that, we use the theoretical framework of the Generative Theory for a basis in the data analysis as well as it’s methodological apparatus. (CHOMSKY, 1993; 1995; LIMA, 2006; 2010; CINQUE, 1999; ROCHA & LOPES, 2015; KENEDY, 2003; 2015; 2018; MIOTO & KATO, 2009). The study of the subject is necessary for a better understanding of linguistic phenomena related to the mode-time flexion of verbs in Brazilian Portuguese (PB). We seek to defend the hypothesis of three variables that influence these constraints, the aspectual value, the mode-time value, and the interference of adverb relations before and after the mode-time constraints. Such constraints were observed in the correlation between the indicative mode of the matrix clause in correlation with the subjunctive mode of the embedded clause. For data analysis, we used our intuitions of native speakers of PB and the acceptability tests with native speakers, which showed evidence that confirmed the hypotheses presented here.
Utilização de processamento de linguagem natural para identificação do domínio da escrita formal em redações da língua portuguesa
(2020-12-07) Araujo, Viviane Barbosa de; Mello, Rafael Ferreira Leite de; http://lattes.cnpq.br/6190254569597745; http://lattes.cnpq.br/5293423783550464
In Brazil, the main means of entering a public or private university is through the National High School Exam, ENEM. This exam requires that the candidate has the ability to write a good dissertation-argumentative text according to the formal norm of the Portuguese language, and can be eliminated from the exam if he does not fulfill this requirement. In order to help the candidate to identify his mistakes and help in the process of writing a good essay, this article proposes the implementation of a tool capable of identifying the spelling and grammatical errors of a text using techniques of Natural Language Processing (PLN). The analysis of the tools showed that the results obtained by the research are promising, mainly in relation to the identification of grammatical errors.
Variação linguística no ensino de língua portuguesa: um olhar do professor de séries do fundamental II
(2019) Soares, Vanessa Silva; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/5882565782735492
During the whole process of teaching languages, from the first schools signed in Brazil guided by the Jesuits, there was a didactic supported by the correct use and the norms of these languages, which was not different when the Portuguese Language enters the school curriculum, supported by manuals made by teachers of the Pedro II College. The normalization of language, for teachers, was for years and years the correct way to learn and speak the language, without space for variations of this. Only recently, in just over twenty years, with the arrival of federal documents aimed at the teacher, such as the PCNs, does Portuguese language teaching begin to be seen in a more interactive way, linking this teaching to the students' daily lives and no longer to an erudite and unreachable language. There were processes in the undergraduate courses that sought to change the vision of the new teachers as to the language in which they use and that later would be their object of work, so that the students could see their speeches in a non-inferiorized way, stating that what they speak It's Portuguese, yes. With this, the objective of this study was to present a study about the importance of linguistic variation in basic education, specifically in elementary education II, with the collaboration of teachers participating in this level of education, through written interviews with six of these teaching professionals from two schools in Serra Talhada-PE. The results show a new context in the teaching practices of Portuguese Language, which aims at a heterogeneous room with respect to its language