OVERLAPPING FACTORS IN THE ANALYSIS OF THE PRONOMINAL VARIATION NÓS/A GENTE

This article aimed to analyzed, from statistic results obtained after different rounds of the VARBRUL program, the overlapping factors in a joint analysis of the variables phonic projection, tonicity and verb tense in the study of the variation nós/a gente. The sample consisted of 24 interviews lasting 40-45 minutes each, made between 2007-2010 in Concordia – SC, and stratified according to gender, two age ranges (under 45 years and 50 years and over) and three levels of education (elementary school I, elementary school II and high school). By adopting the theoretical support of the Variation Linguistics we therefore sought to discuss methodological aspects related to overlapping factors of independent variables that are usually taken into account in the analysis of the pronominal variation nós/a gente in the subject position. Data were obtained through analysis of a corpus with 1553 occurrences of the surveyed pronouns: 770 of nós and 783 of a gente. Results showed that a joint analysis of the variables phonic projection, tonicity and verb tense significantly changes results, both with regard to the groups of selected factors and to the relative weight assigned to the analyzed variables. 

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

THE SCHOOL TEXTUAL PRODUCTION PROCESS MEDIATED BY LINGUISTIC ANALYSIS WITH FOCUS ON ARGUMENTATION

It is showed in this text, discussion about the textual (re)writing process in activity that was propitiated through the development of a research project applied in a public school of Parana state, whose goal was to develop the argumentative writing production at the 9th year students, of the basic education. The research project focused on the teaching of a scientific paper and the use of conjunctions as constituent elements of argumentation. It was applied strategies grounded on Argumentative Semantics which were concerned with the conjunctions use as argumentative elements and, for the expansion of ideas. After the produced material analysis, it was selected this work’s corpus, which is constituted of the last version of the written text by one student whose production was well qualified. It was verified that the textual genre suggested and the conjunctions usage as argumentation organizer element was considered by the student, at the writing activities.