Preenchimento do sujeito versus sujeito nulo: sequências didáticas para a educação básica

Abstract

Grammatical teaching and linguistic theory are often seen by society at large as distant fields with few intersections. The proposal of the present work seeks to present an approximation between these fields, from the explanation of the result of a theoretical linguistic research, related to change and the possibility of applying this knowledge in school teaching. The intention of the study is to demonstrate that diachronic change also plays a leading role in understanding the grammar of the language in a didactic way. The attested preference for using the position of the most filled grammatical subject in Brazilian Portuguese, compared to European Portuguese, brings contributions to current linguistic reflections, which can be worked on in basic education, promoting more consistent learning when dialoguing with contents of the cultured written modality in teaching. The proposal, of this course conclusion project, is dedicated to establishing this bridge with regard to academic studies and school grammar teaching.To fulfill this purpose, didactic proposals were elaborated that sought to involve academic questions about the “subject” syntactic phenomenon. The activities produced sought to identify diachronic differences in the use of the null subject and the filled subject between Brazilian Portuguese (hereinafter BP) and European Portuguese (hereinafter PE), a topic that is widely discussed within theoretical and academic studies. It is important to emphasize that the elaborated activities did not seek to replace any didactic resource, whether books or handouts, but rather, they have a complementary character to the content about the subject, when worked by teachers in the classroom.