Por uma ressignificação do trabalho com o vocativo: ensino sob a perspectiva da prática de análise linguística/semiótica

Abstract

This research-action (Thiollent, 1986), conducted within the scope of the professional masters program in Linguistic, aims to develop and implement didactic action based on the teaching of the vocative in discursive genres when the approach to this topic is prototypical, primarily choosing the interview podcast for such purposes. To achieve this, a search of didactic materials, grammars, and scientific texts is conducted to support a renewed grammatical approach to vocative work in basic education. Furthermore, this work aims to analyze the development of didactic action to observe the progress of students in learning from the proposed approach perspective. It is expected that the approach to the vocative in the interview podcast, a genre in which this element can manifest in diverse ways, would be fruitful for learning the category. To analyze the action regarding student progress, principles of didactic sequence (Dolz; Noverraz; Schneuwly, 2004) were employed. In order to support the creation of didactic action activities, definitions of the vocative in traditional grammars and texts by contemporary linguists were reviewed (Nascimento, 2000; Guimarães, 2002; Santos, 2004; Moreira, 2013; Santos, 2020). The teaching approach method was based on guiding documents such as the Base Nacional Comum Curricular (2018) and Parâmetros Curriculares Nacionais (1998), as well as methodological proposals for grammar teaching in schools (Geraldi, 1984; Mendonça, 2006; Sigiliano, 2021). Additionally, other linguistic and semiotic studies (Antunes, 2005; Koch; Elias, 2008; Santaella, 1983) were used as a basis for the analysis of the vocative and its referencing role in language and other semiotic systems. The analysis of data from the action research shows the students gains in recognizing and using the vocative in the interview podcast genre and elucidates paths for renewed work on a grammatical topic that is rarely approached from an inductive perspective and based on usage.