Análise do uso do par é + adjetivo e do verbo poder em recortes de produção escrita de alunos de ensino fundamental e médio

Abstract

The present research comes from the need of promoting reflection on an important aspect of the teaching/ learning process of linguistic analysis: the use of elements that delimit positioning. This justification promoted a study on the performance of modals elements in excerpts from texts of elementary and middle school students from a countryside public school in a city from Parana State. It was based on the analysis of the collected material in the databank of the projects Theoretical Application and Reflection in the Classroom: linguistic analysis as a support for the production of texts from students of a public school in the State of Paraná (ART) and Diagnostics and Theoretical Application in Classroom: verification of the performance and evaluation of the teaching of linguistic analysis and textual production of high school students of a public school in the State of Parana (DAT). The basic and qualitative research was subsidized by authors dealing with linguistic modality, such as Castilho and Castilho (1992), Neves (2006), Corbari (2008/2013), Koch (2009) and Sella (2011). This course, based on the definition of study focus, theoretical reference reading, data collection and interpretation of the data collected, motivated to verify in the analyzed excerpts how the modal pair “é + adjetivo” and the verb can indicates points of view that sometimes are linked to the most internal and sometimes to the most external layers of significance. The goal is to interpret the occurrence of these modalities on text excerpts written by students who participated in the aforementioned projects, as well as to verify the degree of producers’ engagement with the expressed content which were expressed through these structures. The layers verification allowed us to evaluate the engagement degree established with the propositional content. This study also allowed us to notice established notions of emphasis and attenuation on the analyzed which leads to articulations that indicate negotiations of points of view.