O ensino da colocação pronominal: subsídios para uma intervenção didáctica aplicada ao ensino secundário geral

Abstract

The clitic pronoun placement is one of the critical areas of acquisition of Portuguese of Mozambique (Gonçalves, 2010), implying, therefore, the planning of a set of didactic actions, both to improve the linguistic competence of this population, in the referred area, and to verify, based on the results of sequences and/or didactic devices, the effect obtained in the linguistic competence of the target group and evaluate the and adequacy of the workshops to ESG students. To this end, as a general objective, we propose the construction and application of a didactic instrument that helps to solve the problems ESG students encounter in the placement of the clitic pronoun. Regarding the methodology adopted, in order to answer the questions of this study, this research is of qualitative nature, having as population and a sample of 10 students of the 11th grade of Josina Machel Secondary School, selected randomly. By the nature of the research, data are collected from: i) sociolinguistic survey to obtain the sociolinguistic profile of the students; ii) provoked production test for data elicitation and corpus formation; iii) grammar workshop as a didactic intervention device; and iv) textual production for learning evaluation carried out after the intervention. The data obtained were transformed and converted using Google Forms and excel sheets. As a result, it was found that the workshop applied to ESG students gives evidence that this didactic device helps to intervene in the process of (re)acquisition of clitic pronoun collocation patterns. It was also found that this didactic device is suitable for ESG, since the feedback from students within the perception survey was positive. Thus, it is necessary that the application of the workshop should be systematic and not punctual, because, as found, in ESG, neither workshops nor writing are worked on.