O ensino dos pronomes pessoais para alunos do 7. ano do ensino fundamental em Ribeirão Preto – SP: uma abordagem sociolinguística

Abstract

In Portuguese language teaching, it is possible to notice that there are dissonances between the content featured in the school environment and the linguistic reality outside this context. This mismatch can be considered one of those responsible for the strangeness and later rejection of the student with what he has learned in the classroom. Görski and Coelho (2009) describe that the role of the school should be to provide favorable conditions for learning linguistic and discursive elements so that students have the possibility to interact in different social situations. Considering the content of personal pronouns, we intend, by following the perspective of Sociolinguistics and the Pedagogy of Linguistic Variation, emphasizing the studies of Lopes (2012 and 2016), to observe how the uses of these forms occur in textual productions of seventh-grade students of Elementary School from Ribeirão Preto - SP. From the application of textual production activities of "personal letter" and "memory report" genres, which enable subjectivity and interlocution and, consequently, the use of first-to-third-person pronouns of speech, we collect the uses of personal pronouns in students texts, in order to analyze how the used forms relate to what is taught, through normative grammars and textbooks in the classroom. Furthermore, as justification, we analyzed the textbooks from sixth and seventh grade chosen by the PNLD 2017-2019, evaluating how the personal pronouns are presented. After that, from the development of an activity booklet, to apply reading and interpreting texts that contemplate both the use of personal pronouns (including the second-person singular and plural pronouns tu and vós) and the forms they admit, as well as these pronouns, the reference function to speech people (such as the pronouns of treatment on singular and plural você / vocês, and the expression a gente). We believe that the contextualized study may enable students to reflect on the liveliness of the Portuguese Language, therefore, from the use and misuse of pronouns and pronominal forms in different communication situations, it will be possible for students to begin to relate the educated norm taught in schools with the varieties employed in other contexts, thus mitigate this divergence between content taught and the use of language in everyday life.