O uso de partículas modais em processos de escrita colaborativa realizados por alunos do Ensino fundamental

Abstract

Modal particles are linguistic expressions composed by lexemes present in some utterances, giving them a character of lightness, of validation, determining the position of the enunciator within the utterance. The objective of this work is to investigate the presence of these particles in the school manuscript, through collaborative writing in pairs, since little is known or studied in this respect, nor in general neither in the proposed cut in this work. Eighteen processes are analyzed quantitatively and qualitatively. These processes were collected in 1991 at Escola da Vila (São Paulo), transcribed from the productions of a dyad of elementary school students, who wrote in a collaborative situation. These data originate from the Database called: Practices of Textualization in School - PTE, belonging to the Laboratory of the School Manuscript - L'ÂME - of the Federal University of Alagoas. Through these data, it was possible to identify, quantify and qualify the modal particles that appeared in the text produced by the dyad. As a theoretical anchor, we sought support in the Enunciation Linguistics and Genetic Criticism, thus seeking to contribute with the linguistic studies aimed at the research on writing and authorship in the classroom. The study showed that the enunciative exchange between the subjects of the discourse is a fertile field for the appearance of the modal particles in the dialogal text, since they contribute bringing lightness to the interaction. These particles were properly quantified by means of graphs, diagrams and tables and were qualified by function and occurrence within the dialog text.