ADJUNTOS ADNOMINAIS E DESENVOLVIMENTO DE HABILIDADES DE ESCRITA

Uma proposta de sequência didática para o Ensino Fundamental II

Abstract

In Portuguese Language classes, it is observed that the teaching of adjectives scarcely addresses morphosyntactic and discursive functions in the configuration/construction of texts. In this regard, this work aims to reflect on morphosyntactic and discursive approaches that can be applied to Elementary School II based on a didactic sequence regarding nominal adjuncts formed by adjectives and their role in textual construction and the enhancement of writing skills. The theoretical foundation is based on the ideas of discursive plan (figure and background) from functionalist theory; on the studies of descriptive linguistics as advocated by Perini (2005) and Sautchuk (2010); and on the proposals of Sociodiscursive Interactionism - ISD with the SD proposal by Dolz, Noverraz, and Schneuwly (2004). Thus, the didactic sequence in question, taken as a structuring axis, articulates practices of reading, linguistic analysis, and text production, using the chronicles "Catadores de tralhas e sonhos" by Milton Hatoum; "Bruxas não existem" by Moacyr Scliar; and "A falta que ela me faz" by Fernando Sabino as its corpus. The results reveal that such elements, often neglected in traditional and school grammars, play a central role in thematic progression and text expressiveness, fostering the development of writing skills and critical reflection on the functioning of the language.