Banca de DEFESA: MARIA ADELÚCIA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARIA ADELÚCIA DOS SANTOS
DATA : 11/05/2018
HORA: 13:00
LOCAL: SALA DE MULTIMEIOS
TÍTULO:

MEMORY OF WORDS: AN APPROACH TO THE PORTUGUESE LANGUAGE LEXICAL

PALAVRAS-CHAVES:

Lexicology. Lexicography. Dictionary entry. African Étimo. Brazilian Portuguese.

PÁGINAS: 106
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:

The lack of systematization of the lexical content approach, specifically regarding the performance of the words of African étimo in the formation of the Brazilian lexicon, in a 9th grade classroom of a public school in the state of Paraíba, led us to the following questions : how to develop a meaningful and systematized approach to the Portuguese language lexical system? And yet: what are the implications of this approach in the teaching-learning process? This has led to the need to elaborate and develop a didactic sequence that offers the possibility of working the lexicon more effectively through the dictionary entry genre. In this work, we intend to analyze the contributions of actions directed to the lexical formation of the Portuguese spoken in Brazil for the knowledge of the student. Specifically, we seek to apply writing strategies that favor the appreciation of African origin words that influenced the formation of our lexical system, enable the (re) knowledge of the lexical contribution of African base incorporated into Portuguese spoken in Brazil, elicit in the student the most broad about their linguistic identity, present the hiper dictionary genre enlarging the conception of use and purpose and propose to students the production of the genre dictionary entry. To do so, the present study is based on the following theoretical contributions: Krieger (2012, 2014), Santiago (2012) and Antunes (2012) in the studies focused on Lexicography and lexicon in the classroom; Mendonça (1972), Castro (2001, 2012), Lopes (2006), Silva (2004) as a basis for questions concerning contact between African languages and Brazilian Portuguese; Dolz and Schneuwly (2004) and Marcuschi (2008) in the guidelines on the elaboration of the didactic sequence. The methodology followed the assumptions of the action research of Thiollent (1986), Moreira; Caleffe (2006) and Fritzen (2012) from a qualitative perspective regarding the research data. In general, the results point out that a systematic and meaningful work with the lexicon in the classroom, from the hypergeneric dictionary, contributed to the students to increase the knowledge about the formation of their own linguistic identity.

MEMBROS DA BANCA:
Presidente - 2275923 - MARCIO SALES SANTIAGO
Interno - 056.218.104-06 - MARIA ASSUNCAO SILVA MEDEIROS - UFRN
Externo à Instituição - ANTONIO LUCIANO PONTES - UERN