Quando teoria e prática se encontram:o trabalho intelectual do professor na fundamentação de práticas de análise linguística semanticamente orientadas

Abstract

This thesis –linked to the macroproject “Linguistic analysis in the Portuguese class -Dialogues between Linguistic Theory and Teaching Practice” from the research line Language and Society PPGL / UFJF -aims to problematize linguistic analysis (LA) activities in basic education. Our aim is to verify the understanding that future teachers have about the relationship between linguistic analysis practices and the treatment of meaning-building processes in Portuguese classes, as well as to discuss and demonstrate how the knowledge about basic assumptions of Sociocognitive Linguistics (LSC) can contribute with the teacher’s work when elaborating and developing proposals together with the students for LA practices that contemplate the language in a lexical-syntactic-semantic-pragmatic perspective. The database consists of narratives of students from the last period of 2019 Letras-UFJF course. Therefore, this research chose as methodology the case study (YIN, 2001) in a mixed corpora approach, adopting quantitative and qualitativeanalytical procedures (SCHWANDT, 2006). Theoretical choices focus on the contributions of Sociocognitive Linguistics, which considers language to be a network of constructions -a pairing of form and meaning, constituted semantically and pragmatically in an indissoluble way -and deals with language issues from the affirmation of a profound link with the human experience of all orders -physical, corporal, social, cultural -(CROFT and CRUSE, 2004; FAUCONNIER and TURNER, 2002; FILLMORE, 1977, 1979, 1982;LAKOFF and JOHNSON, 1999; LAKOFF, 1987; MIRANDA , 1999, 2000, 2001; SALOMÃO, 1977, 1999,2003; TOMASELLO, 2003). Thus, from the recognition of the need to reduce the gap between theory and practice, the activities developed are configured as adidactic transposition proposal (NÓVOA, 2009; MACHADO, 2009) of selected LSC principles, which, according to the analysis applied in this work, may favor linguistic analysis practices in school that are more consistent with a sociocognitive conception of language. Therefore, with this research, we intend to contribute to the construction of an intelligibility about LA practices -which can be instruments for study, analysis, reflection about the processes of meaning-building -as practices carried out within a continuum “lexicon-syntactic-semantic-pragmatic”. To do that, we seek to discuss, specially, the social dimension of the signification process -a noble agenda for Contemporary Linguistics -, relating it to the classroom routine and its impacts on the LA activities elaboration. Works like the one proposed in this thesis can represent nodes in a support network, for building knowledge from teachers to teachers. Thus, we intend, on one hand, to reinforce the autonomy and authorship of teaching work and, on the other hand, to collaborate in building a collective intelligibility -and theoretically based -on such a central notion for Portuguese teacher’s worksit is linguistic anlysis.