Towards a linguistic-discursive approach for clause juxtaposition in brazilian portuguese: orality and writing in literacy practices

LOPES-DAMASIO, Lúcia Regiane

doi:10.1590/1981-5794-1608-3

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ORIGINAL ARTICLES • Alfa, Rev. Linguíst 60 (2) • May-Aug 2016 • https://doi.org/10.1590/1981-5794-1608-3 copy

Towards a linguistic-discursive approach for clause juxtaposition in brazilian portuguese: orality and writing in literacy practices

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

RAIBLE, 2001RAIBLE, W. Linking clauses. In: HASPELMATH, M. et al. (Ed.). Language typology and language universals: an international handbook. Berlin: Walter de Gruyter, 2001. p. 590-617. CORRÊA, 2004CORRÊA, M. L. G. O modo heterogêneo de constituição da escrita. São Paulo: Martins Fontes, 2004. KABATEK, 2006KABATEK, J. Tradições discursivas e mudança linguística. In: LOBO, T. et al. (Org.). Para a história do português brasileiro. Salvador: EDUFBA, 2006. Tomo II.

Discursive tradition; Juxtaposition; Writing acquisition; Orality; Literacy

Ø	ADDITION	MODE	SIMUL TIME	POST TIME	CAUSE	CON TRAST	Tt
CALIL01	81 26.21%	0 0%	0 0%	45 14.56%	17 5.5%	1 0.32%	144 46.6%
CALIL02	81 26.21%	1 0.32%	1 0.32%	53 17.15%	25 8.09%	4 1.29%	165 53.39%
Tt	162 52.42%	1 0.32%	1 0.32%	98 31.71%	42 13.59%	5 1.61%	309 100%

Proposals	Proposal Description	Texts
P(1) Dengue	The researcher handed out a leaflet about dengue and told all children not to comment with the others what they had received. Then, he asked them to read and see the leaflet attentively by themselves. Afterwards, he collected the leaflet and requested that they write about the read topic.	(01)
P(2) Experience description	Together with the children, the researcher made an experiments which imitated a water purification process. While they did the procedures, he asked them to pay great attention, since they should describe that experiment afterwards, so a third person could read and repeat all stages.	(05)
P(3) Sad story	The researcher asked the children if they remembered any sad story which had happened to them or loved ones and requested that they tell the chosen story in writing.	(02)
P(4) Candida tes to presidency	The researcher asked the children if they knew who would be the candidates to presidency. After receiving affirmative answers, he listed five candidates on the board together with the children and asked them to write a letter to one of them, explaining what they thought he should do to improve the situation in Brazil.	(10)
P(5) Story of Little Red Riding Hood	The researcher asked the children if they remembered the story of Little Red Riding Hood and asked them to help him tell it. After this oral activity, he asked the children to tell their own story (version) of Little Red Riding Hood. During this activity, the researcher told some parts of the story Little Red Riding Hood by Chico Buarque de Holanda, trying to give examples of how they could change their stories.	(06)
P(6) Shopping list	The researcher asked the children to write a text in which they instructed a third person to go shopping. In this text, they should (a) choose a supermarket and indicate its location; (b) explain which products and how many the chosen person should buy; (c) define the amount this person could spend and, finally, (d) indicate the place where the person should deliver the purchases.	(03)
P(7) Cake recipe	The researcher brought a cake and asked which ingredients were needed to bake it. The children gave a few suggestions. Then, he read the recipe of a chocolate cake and asked them to write a recipe of something which they liked.	(04)
P(8) Lecture report	The children attended a lecture about the functioning of the hearing system and afterwards the researcher asked them to write to a third person (father, mother, aunt, uncle, brother, grandparents etc.) telling what they had understood about the lecture.	(08)
P(9) Need glasses?	The researcher asked if the children liked animals and possessed any. Then, he told them that he had found a magazine with a story describing an animal which they certainly did not have at home: the tapir. The text was read aloud twice by the researcher, who asked them to write what they had understood.	(07)
P(10) About the painting	The researcher presented a few copies of the work of Lasar Segall – the pictures: Retrato de Lucy, Paisagem brasileira, Floresta crepuscular, Interior de pobres II, O encontro – and a picture of the author at the age of about 29. Afterwards he asked the children to pretend that they were artists (painters) and draft a painting, describing it (name, kind of material and the reason why they had done or intended to do the painting).	(09)
P(11) Invitation to Érica	The researcher told the children that they were going to write an invitation to the journalist Érica who would come to visit them and talk about her work in the newspaper and how newspaper articles could be written. He arranged with the children that only the two best invitations would be delivered to the journalist in the name of the class – one representing the girls, the other one, the boys.	(11)

Universidade Estadual Paulista Júlio de Mesquita Filho Rua Quirino de Andrade, 215, 01049-010 São Paulo - SP, Tel. (55 11) 5627-0233 - São Paulo - SP - Brazil
E-mail: alfa@unesp.br

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[TFN1001] Source: Author’s elaboration.