Navegando por Assunto "Língua portuguesa - Português escrito"

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Aspectos morfossintáticos do português brasileiro: o sujeito nulo em textos escritos
(2018) Oliveira Júnior, Rogério de; Silva, Cláudia Roberta Tavares; http://lattes.cnpq.br/0948124881794535; http://lattes.cnpq.br/3451697441212584
In the present research, I dedicated myself to investigate data from the written language of Brazilian Portuguese (PB) from essays for admission to higher education of students of Pernambuco, Brazil. For that, a written language corpus of PB was constituted with 580 finite declarative contexts containing null and full subjects. The data were analyzed according to the Theory of Principles and Parameters (CHOMSKY, 1981) based on the Null Subject Parameter, referring to the filling of the subject position by full and null subjects in natural languages. In general terms, the data analyzed point to the fact that PB has presented a large index of full subjects, even in contexts of monitored writing.
A variação entre nós/a gente em textos de livros didáticos do ensino fundamental e médio de língua portuguesa na cidade de Triunfo-PE
(2020-10-19) Alves, Jaiane Fontes; Santos, Renata Lívia de Araújo; http://lattes.cnpq.br/7009377945244623; http://lattes.cnpq.br/8636676045255795
Positioning within a vision of the language in use, this work aims to make a comparative qualitative and quantitative analysis of the frequency in which the personal pronoun WE change for THE PEOPLE in textbooks of Portuguese language elementary school and high school. The study proceeds by the fact that we believe that the variation between the personal pronouns WE / PEOPLE, although it presents greater occurrences in the spoken language, is also presented in the written language, where by the way it is found in textbooks, for example is the object of study of this work. We present in this research theoretical considerations of the following authors: Rebouças e Costa (2014); Labov (2008); Weinreich, Herzog and Labov (1968); Vitório (2017) and Bagno (2007), which substantiate this work. We can define our approach as quantitative, although we open brief qualitative discussions from data collection. We have investigated our goal from 44 texts in the 3rd grade book and 12 texts in the 9th grade book. We emphasize that only the texts where the variation was found were worked on in depth. In the end, our results show that the textual gender factor that covers the language in use and the age group for which the books were intended are highly relevant to the results obtained in the research.