O ato perlocucionário no significado da expressão aula atividade de professores do ensino fundamental

Abstract

This work had as general objective to understand for which reason the teachers of the Fundamental Teaching, same being knowing of the meaning and of the applicability of the expression Class Activity, they didn't get or they get to enter in consensus in his use. As specific objective, we intended: to understand the proximity among the linguistic meaning (proper concept of the sign, in other words, the idea that certain expression is had) and his perlocutionary act, while act of speech. For accomplishment of those objectives, we are based on the perspective of qualitative research and documental research; as well we resorted to the following methodological procedures: Literature review (theoretical assumptions of Structuralist Linguistics, Functionalist Linguistics and Philosophy of Language), documentary analysis and semi-structured interview. The results demonstrate that the meaning of the expression activity class is something known by all interviewees. However, from the moment that same expression becomes usual, the understandings are involved by factors external to the meaning, provoking, like this, perlocutionary acts. In that case, the usability can be distorted from what has been treated as meaning of the expression. In terms of final considerations, we highlight the fact that perlocutionary acts are materialized in the itinerary among the meaning while thought and the proferimento of the expression already in the action. With him, it is possible to already understand the reason of the divergences in the use of words known and worked by certain groups. Not that this possibility is taken as a single truth, but rather a probability in this context of study.