Análise contrastiva das Circunstâncias de Ângulo em corpus sobre a proposta da nova Base Nacional Comum Curricular : perspectivas a partir do Sistema de Avaliatividade

Abstract

The Systemic-Functional Linguistics (HALLIDAY; MATTHIESSEN, 2004; 2014) has been gaining prominence in the national academic context, in the last decade. Such a model assumes that language is a system of choices and shows how these choices are used in the construction of a clause as a form of interaction. Moreover, from the metafunctions of language (textual, ideational and interpersonal), it is possible to understand and describe the linguistic components under these three different levels. Already in the search to understand how these elements correspond through interpersonal aspects, the appraisal system, proposed by Martin (1999), was another theoretical support that helped in the identification and analysis of how these aspects serve as mechanisms of evaluation and in which instances The angle circumstances give the introductory direction of engagement or recognition in the corpus of analysis, composed of technical opinions, informative texts and guiding documents, related to the documents about the new BNCC proposal. For this, we describe and analyze the angular circumstances, according to the precepts of the LSF, in the corpus quoted and, with subsidies of Corpus Linguistics (BERBER SARDINHA, 2004, 2009), we verified both the recurrence and the co-occurrence of this element, using the program WordSmith Tools (SCOTT, 2015) as well as their tools. In addition, we used the UAM Corpus Tool program (O 'DONNELL, 2016) to annotate these evaluative elements present in the corpus, in order to quantify the use of recognition or engagement in these texts. We identified that the circumstance of angle of the source type occurred with greater expressiveness in guiding documents and those indicative of point of view in informative texts as a way to angulate the desirable targeting of the endorsed and recognized content on the "new" BNCC. We realize that this document is seen as a social imposition for excluding social aspects of language by presenting what teachers should work in school years in a rigid and systematic way and, to a certain extent, fails because important contents are introduced only in the final years of the Elementary education, when that content should be consolidated and, of course, taken up in all other years as a use-reflection-use form so that the student reinforces what he/she already knows of his mother tongue in social contexts of use. Finally, the aim of this work was to contribute to Portuguese-language literacy, based on the aforementioned theories, by awakening the academic view to a semantic-discursive analysis of the elements that form a sentence, in order to identify the angle circumstances and how the producer of the text is related, with its interlocutors, to the construction of an evaluation on the subject.