O uso de sequenciadores temporais em narrativas escritas por alunos de Vila Propício – GO : contribuições da sociolinguística educacional

Abstract

This research is based on Sociolinguistics (Weinreich; Labov; Herzog, 2006) and connects with discursive studies of language (Tavares, 1999, 2010, 2022; Vieira, 2016), in which linguistic variation can also occur. In this sense, the present study aims to map temporal sequencers used by students in their narratives and demonstrate that the role of the teacher in the light of Sociolinguistics makes the processes of rewriting and linguistic analysis more effective. The sequencers investigated (AND, THEN, THEN and AFTER) are considered as temporal sequential forms used in the organization of the text, marking the relationship between preceding and subsequent events presented to the reader/listener. Based on studies of Educational Sociolinguistics (Bortoni-Ricardo, 2005), the research will describe the categorical use of some temporal sequencers in the written productions of students. However, it is believed that there are differences related to the use of sequencers due to the type of school in which they study, whether urban or rural, and caused both by the students' repertoire and by differences related to the pedagogy of the linguistic variation in force in each of the institutions investigated. To constitute this corpus, the narrative was chosen, which is characterized by the chronological sequence of events, interconnected by the temporal sequencers on the screen. The collection was carried out through a textual production based on the interpretation of a sequence of images with actions that were used as stimulus. Occurrences of the sequencers studied were extracted from 146 textual productions of fourth and fifth grade students from two schools in the municipality of Vila Propício, a city located approximately 190 km from the capital Goiânia, in the state of Goiás. The quantitative analysis, carried out in GoldvarbX (Sankoff; Tagliamonte; Smith, 2005), considered linguistic variables such as semantic features of the verb and degree of connection, in addition to social variables, such as sex (male and female), school year (4th and 5th) and type of school (rural and urban). The results show that the use of the variants E and DEPOIS is more frequent in student narratives, compared to the sequencers AÍ and ENTÃO, and reveals differences regarding the schools analyzed.