Usos de vírgulas em textos do ensino fundamental II: um estudo longitudinal
Data
2019-02-26
Autores
Carvalho, Tainan Garcia
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho objetiva descrever e analisar empregos convencionais e não convencionais da vírgula – os chamados, respectivamente, “acertos” e “erros” pela instituição escolar – em textos escritos no Ensino Fundamental II (EFII). Investiga-se se o uso da vírgula tem relação com características sintáticas e prosódicas dos enunciados da língua. A proposta desta pesquisa encontra fundamento no fato de o emprego da vírgula ser considerado como sinal de pontuação complexo quer por sua natureza, dadas as possibilidades de interpretação de como esse sinal estabelece relação entre fala e escrita, quer por haver certa instabilidade quanto a regras de seu emprego, haja vista variação das regras de uso entre gramáticas. Em face dessa complexidade, é investigada a presença e a ausência da vírgula em uma amostra longitudinal de textos de alunos do EFII - etapa em que é previsto o ensino da pontuação. Esta dissertação assume duas hipóteses: 1) usos de vírgulas mudam ao longo dos anos de escolarização em função do ensino de regras de emprego das vírgulas e 2) usos de vírgulas, em especial, os não convencionais, fornecem indícios da mobilização de informações de dimensão prosódica da língua na organização e delimitação das fronteiras de um texto escrito. Com base nos resultados obtidos, há evidências de que o emprego convencional da vírgula aumenta conforme aumenta os anos de escolarização, resultado esperado e agora demonstrado. Em relação à primeira hipótese, verifica-se flutuação entre as médias dos usos convencionais e as médias dos usos não convencionais do sinal de pontuação ao final do EFII, sugerindo que a aprendizagem de determinadas regras sintáticas do emprego do sinal gráfico ocorre para um conjunto de contextos sintáticos, porém, em outros contextos, a vírgula continua a ser empregada não convencionalmente. Em relação à segunda hipótese, foram encontradas evidências da relação entre o uso da vírgula e a organização prosódica dos enunciados do Português Brasileiro: a extensão de algumas estruturas e a possibilidade de a localização da vírgula coincidir com possíveis fronteiras prosódicas podem resultar no uso convencional ou não convencional da vírgula.
This work aims to describe and to analyze formal and non-formal uses of comma – the so called “hits” and “mistakes” by the school institution – in written texts by students from Elementary School (ES). It is investigated if the uses of comma have a relation with syntactic and prosodic features from language utterances. The proposal of this research is based on the fact that the use of comma is considered as a complex punctuation sign either by its nature, given the possibilities of interpretation of how commas establish relation with speech and writing, or because of the instability of comma rules, given the variation of rules of its usage among grammars. Considering this complexity, we investigate the presence and the absence of commas in a longitudinal sample of texts from a group of ES students – a scholar stage which is predicted the teaching of punctuation. This study assumes two hypothesis: 1) the uses of commas change throughout ES due to the teaching of comma rules and 2) the uses of commas, specially, the non-formal ones, provide indications that information related to the prosodic dimension of language is mobilized in order to organize and delimitate the boundaries of a written text. Based on the results, there is evidence that the formal use of comma increases as the years of schooling increases too, an expected result, however, now demonstrated. In relation to the first hypothesis specifically, it is seen fluctuation between the means of formal comma uses and the means of non-formal comma uses at the end of the ES, suggesting that the learning of certain syntactic rules about commas occurs for a set of syntactic contexts, but not in others considering that the comma usage remains non-formal. In relation to the second hypothesis, it has been found evidences of the relation between the comma usage and the prosodic organization of Brazilian Portuguese utterances: the extent of some structures and the possibility that the use of comma coincides with possible prosodic boundaries can result in formal or non-formal uses of commas.
This work aims to describe and to analyze formal and non-formal uses of comma – the so called “hits” and “mistakes” by the school institution – in written texts by students from Elementary School (ES). It is investigated if the uses of comma have a relation with syntactic and prosodic features from language utterances. The proposal of this research is based on the fact that the use of comma is considered as a complex punctuation sign either by its nature, given the possibilities of interpretation of how commas establish relation with speech and writing, or because of the instability of comma rules, given the variation of rules of its usage among grammars. Considering this complexity, we investigate the presence and the absence of commas in a longitudinal sample of texts from a group of ES students – a scholar stage which is predicted the teaching of punctuation. This study assumes two hypothesis: 1) the uses of commas change throughout ES due to the teaching of comma rules and 2) the uses of commas, specially, the non-formal ones, provide indications that information related to the prosodic dimension of language is mobilized in order to organize and delimitate the boundaries of a written text. Based on the results, there is evidence that the formal use of comma increases as the years of schooling increases too, an expected result, however, now demonstrated. In relation to the first hypothesis specifically, it is seen fluctuation between the means of formal comma uses and the means of non-formal comma uses at the end of the ES, suggesting that the learning of certain syntactic rules about commas occurs for a set of syntactic contexts, but not in others considering that the comma usage remains non-formal. In relation to the second hypothesis, it has been found evidences of the relation between the comma usage and the prosodic organization of Brazilian Portuguese utterances: the extent of some structures and the possibility that the use of comma coincides with possible prosodic boundaries can result in formal or non-formal uses of commas.
Descrição
Palavras-chave
Vírgula, Pontuação, Sintaxe, Prosódia, Língua portuguesa, Comma, Punctuation, Syntax, Prosody, Portuguese language