Junção e tradições discursivas : uma abordagem no domínio da aquisição de escrita

Abstract

This paper, developed under the Research Group on Language Studies (GPEL /CNPq 400183/2009-9 process) has the main objective to describe and analyze the syntactic, semantic and pragmatic techniques of linking clauses behavior in the context of acquisition of Discursive Traditions of writing (TDs). Starting from the general hypothesis that the mechanisms of junction can be taken as symptomatic elements to arrive at a classification of different TDs, seeks to identify the behavior of these mechanisms, possible consequences of blends of TDs, thus aiming at obtaining conclusions about the characteristics of texts and tradition to which they belong. TDs are standardized to say/write beyond the historicity of particular languages, i. e., the same TD permeates many languages. When we say/write something for someone, do not say/write only following the syntactic and grammatical rules of the language and the linguistic norm of a particular group, but we do according to a tradition. The choice of linking clauses as the focus of research is based on other work already developed, in which the linking techniques are taken as symptomatic for the classification and characterization of TDs elements. The research corpus is composed of 50 texts extracted from the database on the acquisition of child writing, constituted to support the research of GPEL. The results of quantitative analysis showed that the child in the acquisition phase of writing, uses, especially less complex linking clauses, as is the case of linking and, and juxtaposed sentences. More elaborate linking clauses, touch upon the syntactic – semantic architecture mobilized, for example, even though and in spite of, have lower recurrence. Results of the qualitative analysis show: (i) that children are not prototypical use of certain linking clauses, inferring more abstract meanings from those more concrete, in a scheme primarily, though not exclusively, paratactic. The linking and, for example, has prototypically purposes in addition paratactic sentences, however, is the high frequency of its uses even more abstract, allowing infer meaning of contrast, and (ii) that children blend different TDs to produce texts that meet the enunciative situation. To do so, its find constitutive aspects of heterogeneity of writing on uses of the junction mechanisms that show TD, revealing traces of orality, but also literacy.