Uma análise sociolinguística sobre as construções de tópico em relatos orais e escritos de estudantes da educação básica da cidade de Maceió – AL

Abstract

The object of study in this research is the analysis of brazilian portuguese Topic Constructions found in clippings of oral and written texts from Basic Education students in public schools in Maceió. Based on the assumptions of functionalist sociolinguistics, the main objective to observe the theories that permeate these constructions, as well as the conditioning factors, linguistic and extralinguistic, that favor or not these achievements, observing the relationships established between oral language and written language. . This work takes as theoretical-methodological support Variationist Sociolinguistics (Labov, 2008 [1972]) and the theoretical support of Educational Sociolinguistics (Bortoni-Ricardo, 2004; 2005); its basis is centered on studies of topic ideas pointed out by Li & Thompson (1976) and discussed by Pontes (1987), who addresses and classifies these constructions. The research was submitted to the Research Ethics Committee and approved under the Certificate of Presentation of Ethical Appreciation No. 57051522.6.0000.5013 and Consubstantiated Opinion No. 5.391.818. The methodology applied to develop this study is based on an analysis carried out on oral and written textual productions, in which the research collaborators were students in the 9th year of elementary school and the 3rd year of high school, male and female, all students from two public schools and residents in the municipality of Maceió. The research result indicates that, in relation to the oral modality, elementary school students from School 1 present a greater number of Topic Constructions in relation to texts produced by high school students from School 2; As for the written modality, students from School 1 showed evidence of the phenomenon, while students from School 2 did not show any Topic Construction. In relation to the sex/gender variable, the female group from School 1 manifests less of the phenomenon in oral texts, which happens inversely in written texts; while in School 2 the female group presents the same profile as the male group, quantitatively, both in oral and written texts. There is evidence that the higher the level of education, the lower the use of topics, both oral and written, as the groups from School 2 showed fewer records of the phenomenon, in relation to School 1, in oral and absence in writing. Therefore, it is clear that the relevance of this study, as in addition to reflecting the linguistic diversity of Brazilian Portuguese, it is observed that, in the institutional environments analyzed, the presence of the constructions researched in the collaborators' texts signals a language with topic prominence and subject, in which both constructions are highlighted, thus, such structures enable additional study for students, thus contributing to the appropriate use of the language in speaking and writing situations in which they must be used.