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\Às vezes nem é preguiça e sim falta de conhecimento...\: process of grammaticalization of doubt and pedagogical approach

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Author(s):
Elaine Cristina Silva Santos
Total Authors: 1
Document type: Doctoral Thesis
Press: São Paulo.
Institution: Universidade de São Paulo (USP). Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH/SBD)
Defense date:
Examining board members:
Maria Célia Pereira Lima Hernandes; Denise Porto Cardoso; Patricia de Jesus Carvalhinhos; Cristina Lopomo Defendi; Vânia Cristina Casseb Galvão
Advisor: Maria Célia Pereira Lima Hernandes
Abstract

The evolution of studies and researches about the idiom and language in Brazil, as well as about the studies specifically attached to the process of teaching and learning the Portuguese language as a mother language have provoked, in the last years, the reflection and debate over the necessary review of objects of teaching in the classroom and consequently the didactic-pedagogic material. Its necessary to consider that the variation and linguistic change as intrinsic facts to the social processes of language use must contribute so that the school understands the difficulties of the students and may act more punctually so they comprehend when and where certain uses are or not legitimate. This comprehension favors a high degree of social and linguistic consciousness, which will favor the emergence of a social-linguistic performance appropriate to the interactive situations they participate, whether they are connected to oral practices or written practices. One of the ways of conscious acting to the pedagogic approach comes from the processes of grammaticalization of intentions. This idea is based on Givóns postulate on the human experience be symbolized in the linguistic modalities. It is whats intended with this thesis: to discuss the process of grammaticalization of doubt through the category cognitive of time. (AU)

FAPESP's process: 10/07652-5 - Sometimes it is not laziness but lack of knowledge: the grammaticalization process of the doubt and the pedagogical approach
Grantee:Elaine Cristina Silva Santos
Support type: Scholarships in Brazil - Doctorate