Estratégias de polidez na comunicação escolar: um estudo linguístico com alunos do sexto ano

Abstract

This research, developed within the Professional Master’s Program in Letters (ProfLetras) at the Universidade Federal de Juiz de Fora, is a qualitative, interpretative, and intervention-based study conducted through action research with 6th-grade students from a public elementary school in Juiz de Fora, Minas Gerais, Brazil. The main objective is to analyze the impacts of a pedagogical sequence designed to foster the construction of politeness across different textual genres, integrating reading, oral interaction, writing, and linguistic analysis, in accordance with the guidelines of the Base Nacional Comum Curricular. The theoretical framework is grounded in interactionist conceptions of language and in pragmatic studies, with emphasis on politeness strategies and impoliteness phenomena, as well as contributions to the study of verbal courtesy. The intervention included activities aimed at exploring politeness as a mechanism for regulating verbal interactions and mediating conflicts. Students engaged in the analysis of communicative situations, discussions about the effects of linguistic choices on interpersonal relationships, and the production of texts demonstrating their understanding and application of politeness strategies. Data analysis was carried out through the comparison of students’ written productions before and after the intervention, complemented by field diary records. The study sought to contribute to the development of students’ linguistic competencies and to promote more respectful interactions within the school environment. The results are presented in this dissertation, and the pedagogical proposals are organized into a Teaching Handbook intended to support and inspire other teachers in addressing politeness in classroom practices.