Estratégias linguísticas para o desenvolvimento da consciência sintática dos períodos complexos adverbiais em narrativas

Abstract

One of the most common challenges among Portuguese language teachers is how to approach teaching grammatical content in a functional and meaningful way. In an attempt to answer this question, the National Common Curricular Base (BNCC) includes the study of grammatical knowledge in the axis of language practices, specifically in linguistic/semiotic analysis (LGA). However, the skills described in this axis, especially with regard to teaching textual cohesion and adverbial complex sentences, do not provide clear guidelines on how these contents should be worked on in LGA practices. Although the BNCC emphasizes the importance of textual cohesion in all stages of the final years, the document does not detail the linguistic contents involved nor does it explicitly establish the relationship between these contents and the formation of complex sentences as mechanisms of cohesion. Even when it implicitly addresses the topic, the skill lacks a more precise didactic direction. To illustrate this gap, we highlight the skill EF89LP29, aimed at the 9th grade, which proposes the use and analysis of thematic progression mechanisms, such as anaphoric resumptions (“que”, “cujo”, “onde”), personal pronouns, demonstratives and coreferential nouns, in addition to cataphoras and textual organizers. This skill encompasses several linguistic elements simultaneously, including paraphrase and complex relative clauses, referred to in Traditional Grammar as subordinate clauses. However, the document does not clarify whether it is addressing cohesive processes of referentiality or progressiveness, nor does it use terminology aligned with textbooks. This creates difficulties for teachers, who are left without concrete guidelines for teaching grammar from a sociofunctionalist perspective in a productive manner. Given this scenario, this research proposes an analysis of the BNCC in relation to the linguistic/semiotic analysis axis, for the object of knowledge complex period/textual cohesion, in light of functionalist linguistic theories. To address the lack of more concrete pedagogical guidelines, this research proposes the development of a teaching module with reflective and functional activities, using narrative chronicles as textual support due to their structural complexity, as argued by Labov (1997). The objective is to develop a pedagogical instrument that helps teachers and students understand and apply complex adverbial sentences as mechanisms of textual cohesion in the production of narrative chronicles.