Ensino do vocabulário do campo semântico agropastoril: um estudo de caso na primeira escola rural de Uberlândia/MG

Abstract

This dissertation aimed to present the research with educational intervention developed in the master degree PROFLETRAS-UFU. The proposal was carried out in a group of 7th grade students of a municipal elementary school in the rural area of Uberlândia. We assume that the linguistic repertoire of a speech community is made up from the origin, social class, occupation, verbal interactions that these speakers perform, the region, beyond the influence of the urban environment: teachers, classmates, family, school officials, and media like television, movies, internet and mobile phones. All these aspects coexist in speech and writing and in the case of this study, the individuals studying in rural schools. To support this study, some theoretical contributions on the lexicon, coming from Biderman (1996, 1998, 1999), Barbosa (1996, 2002), Dias (2006), among other scholars of the subject, served as the main basis of research so we could work the vocabulary of students and broaden it. The applied methodology was based on actionresearch for allowing to overcome the barriers between teaching practice and theory. In addition to theoretical studies on the subject, an individual semi-structured interview was conducted with students from 7th grade about names of tools and agro-pastoral instruments. The choice of this theme was due to our over 20 years experience in urban schools, 3 years in rural schools and also the observation of the diferences between the spoken and written language in the countryside. The questions used were taken from Questionário Semântico Lexical in Atlas Línguístico Brasileiro and some adjustments were necessary. From the responses of the students was compiled a list of lexical items used by them and with these elements were designed and implemented activities for teaching vocabulary.All activities were directed and monitored by the teacher researcher focusing for vocabulary expansion, the meaning in the dictionary of each response given by the students, the sharing and carrying out of activities undertaken by groups and the production of texts to verify the insertion of words in active vocabulary of students. This work made possible to understand that: i) work with the lexicon, effected without prejudice, can minimize the adversarial relationship that permeates human interactions among the most prestigious linguistic forms, as in standad language rules, and stigmatized speech norms; ii) the development of communicative competence is given concomitantly with vocabulary expansion and, in the case of rural communities, a teaching of the lexicon, with a different methodology, based on study of lexicology and lexicography, allows students to expand and appropriate of vocabulary called prestigious without prejudice; iii) the practice of work with the lexicon in school, to expand vocabulary, favors the formation of bidialectal individuals that retain positive beliefs about the legitimate cultural expressions of their peers, in this case the agropastoral vocabulary; iv) the dictionary is a critical tool in the vocabulary teaching.