Comentários desdobrados sobre marcas de pontuação: estudo comparativo entre duas duplas de alunos

Abstract

This research, linked to Textual Genetics, from a linguistic-enunciative approach is based on studies dedicated to understanding text production processes in a school context (Fabre 1990, Boré, 2015, Doquet 2009, Calil, 2008, 2017, Felipeto 2008, 2012) and investigates the sentence punctuation marks (MPF), made by newly literate students, in invented fictional narratives (etiological tales), aiming to deepen investigations into metalinguistic activities (Gombert, 1996, Myhill, 2011, Calil, Myhill 2020). The research material was collected in a 2nd year classroom, during the development of the didactic project "Tales of how and why". From this material, a corpus composed of two subsets was created: 1. Textual product, composed of 67 school manuscripts, written, individually and in pairs, by the students in the class; 2. Writing process, composed of film recording (Ramos System) of 20 textual production processes, 10 processes from one dyad and 10 processes from another dyad. In subset 1, 510 MPF were identified. From this identification, we list the following types of MPF in the textual product: capital letter, comma, period, question mark, exclamation mark, semicolon, dash, the most used being the capital letter (226), the period (129) and the comma (111). In subset 2, we analyzed the moments in which the pairs entered the full stop and comma signs, taking as the object of analysis the spontaneous comments associated with these textual objects. We identified three ways in which these signs are inscribed: 1. Inscription without verbalization; 2. Inscription with verbalization of the linguistic term; 3. Registration with comments. The occurrence 1. had the highest numerical concentration. In it, the Ca Ig dyad entered 24 points and 35 commas and the So Ma dyad entered 15 points and 28 commas. In occurrence 2. Ca ig entered 13 points and 4 commas and So Ma 2 points and 6 commas. In occurrence 3. Ca ig entered 7 commas, 4 of which were followed by unfolded comments and 3 periods, with only 1 followed by an unfolded comment; the So Ma dyad entered 3 commas, with only 1 followed by an extended comment. It was also observed that the period and the comma, two MPFs, can be used with little differentiation in their linguistic and semantic functions. Sometimes the comma is inscribed in the full stop position, sometimes the full stop is inscribed in the comma position. As suggested by the spontaneous verbalized comments, there is an indication that the non-use or interchangeable use of these MPF is associated, on the one hand, with the formation of the notion of a sentence and the possibilities of internal division of the sentence. Furthermore, the use of a period to close a story seems to overlap with that of a period to close a sentence and, finally, we identified the use of the comma associated with the pause, reinforcing the influence of school instruction.