Abstract

RESUMO Para refletir sobre a relação entre os componentes de construções paratáticas justapostas, a partir da hipótese de que esses componentes devam ser analisados em seu contexto discursivo, em associação com suas propriedades prosódicas, morfossintáticas e semânticas, assumo um modelo funcionalista de junção (RAIBLE, 2001); um entendimento da escrita como constitutivamente heterogênea e como modo de enunciação (CORRÊA, 2004); e uma concepção de aquisição de escrita que considera as tradições discursivas (KABATEK, 2006), com o intuito de lançar um olhar linguístico-discursivo para essas construções, em dados de aquisição de escrita. A partir de análises qualitativa e quantitativa, o trabalho confirmou a hipótese acima e mostrou que: (i) na composição sintagmática de uma dada tradição, atuam outras tradições, de forma dinâmica; (ii) são os propósitos discursivos do sujeito, segundo suas representações de um momento, do espaço de interlocução e do(s) outro(s)/destinatário(s), que determinam quais tradições atuam como matéria para a produção de uma tradição; (iii) nos dados investigados, a mescla de TDs e as junções que ocorrem numa mesma tradição são recorrentemente empreendidas por justaposição, enquanto gesto que aponta, no espaço gráfico, para a situação concreta de enunciação.

Highlights

  • In this paper, I study juxtaposed paratactic constructions in a sample of texts written by children in the first and second grades of primary school

  • The perspective of parataxis by juxtaposition is guided by a proper view of the way these constructions are contextualized, as complexes placed in discursive environments, related to discursive traditions (DTs)

  • Once in contact with the written representation of the language he speaks, the subject rebuilds the story of his relationship with language.”7 writing is a space where characteristics appear which reflect an image of writing created at school, but strongly marked by orality, since it is developed inside an oral thinking system (ABAURRE, 1990; STREET, 2006)

Read more

Summary

Introduction

I study juxtaposed paratactic constructions in a sample of texts written by children in the first and second grades of primary school. The hypothesis is that the components of this construction should be analyzed in their discursive context, in association with their prosodic, morphosyntactic and semantic properties The analysis of this context, in turn, should consider the DT in which the utterance is made. In the third and fourth parts, which feature the data analysis, I shall present (i) a proposal of contextualized analysis, providing an interpretation of the juxtaposed paratactic constructions in the light of discursive aspects related to the morphosyntactic and semantic characteristics of the described schemes and (ii) a combination of this analysis with the DT approach, in order to relate the results of (i) with the predictions for the modes of saying/speaking in discussion, along with the conditions of text production.

The assumed and the expected
Morphosyntactic and semantic aspects in discursive traditions
TIME TIME
Proposal Description
The relation of Addition
The relation of Time
The relation of Cause
The relation of Contrast
Final remarks
Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.