Complemento nominal e roteiros turísticos: prática de análise linguística no ensino fundamental

Abstract

This research, conducted as part of the Professional Master's in Letters, was carried out in a state school in Minas Gerais, Brazil. Its objective was to propose and implement a didactic intervention aimed at redefining the role of the nominal complement in 8th-grade Portuguese language classes. Rather than treating it merely as a syntactic element of the sentence, the study approached it as a feature tied to the composition of a specific textual genre (tourist itineraries) and to the linguistic choices and intentions of the speaker/writer. Additionally, the study sought to encourage students to reflect on the touristic potential of their city, considering its historical and cultural aspects, through the proposal of creating a tourist itinerary. Within this context, following the framework proposed by Gomes and Souza (2015) and based on the analysis of students’ initial tourist itinerary drafts, didactic activity modules were developed to help students understand the functionality of the nominal complement in the tourist itinerary genre. Thus, the focus on more specific linguistic aspects was no longer limited to isolated term analysis but extended to the exploration of epi- and metalanguage, linked to text comprehension and production. The study was grounded in linguistic analysis practices and discussions on grammar teaching (Mendonça, 2007; Geraldi, 2014; Vieira, 2017), research on textbook analysis (Cereja & Viana, 2022; Delmanto, Chinaglia, & Carvalho, 2022; Júlio & Bertoletti, 2022), traditional grammar references (Cegalla, 2020; Cunha & Cintra, 2019; Bechara, 2019; Ferreira, 2015; Lima, 2011; Almeida, 2011), descriptive grammar studies (Castilho, 2020; Neves, 2011, 2018; Fillmore, 2013), and specific works on nominal complementation (such as Campos, 2017; Vilela & Koch, 2001). As an action research project (Thiollent, 1986; Chisté, 2016), this study investigates and proposes ways to explore the nominal complement in the classroom, aligning with the perspective of language analysis as a teaching practice. To this end, it assumes a non-random relationship between textual genres and their linguistic markers (cf. Mendonça, 2007; Sigiliano, 2017, 2021), adopting the premise that situated work on grammatical elements involves engaging with textual genres in which they are prototypical. The analysis of students’ initial and final productions demonstrates significant progress in exploring the nominal complement in tourist itineraries and the effects produced by the choice of this syntactic element, alongside an increased appreciation for the historical and cultural aspects of their city. These findings indicate student advancement in relation to the objectives set forth in this research.