A ABORDAGEM DOS FENÔMENOS SEMÂNTICO-LEXICAIS: ESTRATÉGIAS PARA A PRODUÇÃO DE TEXTO

Abstract

This present academic work has the main goal to discuss the aspects related to the linguistic-reflexive function performed for the synonymy and hyperonymy/hyponymy semantic-lexical phenomena in the Hight School Portuguese language teaching. In this regard, the goal said before develops in: a) to analyze if and how it the is dealt the phenomena referred in the didact collection ofPortuguês contemporâneo: diálogo, reflexão e uso; (Contemporary Portuguese: dialogue, reflection and use); b) to observe the textual function promoted for the uses of the synonymy and hyperonymy/hyponymy in the textual production; c) to point mechanical didacts for the reflexive reaching of the lexical relationships mentioned. As search methodology, this present undergraduate thesis fits with Prodanov and Freitas (2013) classify as an applicant search, that, in the following of its goals, it is situated between the explorative and explicative types, in the said of Severino (2007). In conclusion, this present investigative approach is classified as qualitative research. For further comprehension, we search theoretical support in the studies of Lyons (1963; 1987), Ullmann (1964), Henriques (2011), Ilari and Geraldi (2006), Ferrarezi Júnior (2019), to substantiate the discussion about the semantic-lexical phenomena in the perspective of the Linguistic Sistema; moreover, the approach of the textual-discursive perspective of theses phenomena, we based in Antunes (2005; 2012), Koch (2005), Hoffmmann (2014) and Marcuschi (2004); about the discussion of the Portuguese language teaching, we use Antunes (2003; 2007), Bunzen (2006), Kleiman (2006), Oliveira (2010) and Souza (2017); finally, we research subsides in official documents, for example, the PCNEM (2000), OCEM (2006) and the BNCC (2017). The results emphasize that synonymy and hyperonymy/hyponymy phenomena, in the majority of the activities of the collection, are approached in an implied way with possible applications in the textual production. To sum up, the teacher must have a consolidated formation in semantics, for he/she can identify which activities could make the students have access to the reflection about the uses of the language and, for that reason, they became people whose communicative competence develops in an effective way.