English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Resumo: Este trabalho adota a pontuacao enquanto objeto de investigacao com o objetivo de explorar dizeres institucionalizados sobre o tema em diferentes espacos de circulacao social e, ainda, de investigar em que medida esses dizeres tem implicacoes para o ensino da pontuacao no contexto escolar. Para tanto, realiza-se uma revisao teorica dos trabalhos em linguistica que tratam da questao, a fim de demonstrar como a complexidade envolvida na pontuacao enquanto fenomeno de linguagem, a qual e decorrente de sua constituicao historica, resulta em cenario no qual competem varias perspectivas linguisticas para o seu tratamento. Dentre essas, destacam-se as perspectivas que veem a pontuacao como recurso grafico, prosodico, para fins de legibilidade e como marca enunciativa. A luz dessa discussao teorica, exploram-se materiais diversos – documentos oficiais sobre ensino de Lingua Portuguesa, materiais didaticos e materias de internet – com vistas a identificar resquicios dessas perspectivas no tratamento dispensado a pontuacao. Como resultado, observa-se a emergencia de ideias conflitantes sobre o papel dos sinais de pontuacao nos materiais investigados e propoe-se uma reflexao sobre os desafios dessa instabilidade para o ensino de pontuacao. Finalmente, argumenta-se em favor da perspectiva enunciativa enquanto abordagem que considera a complexidade do objeto sob analise. Palavras-chave: pontuacao; dizeres institucionalizados; ensino de lingua portuguesa. Abstract: This work considers punctuation as an object of investigation with the aim of exploring institutionalized discourses about the theme in different spaces of social circulation. This work also aims to investigate in what extent these discourses have implications for the teaching of punctuation in the school context. To explore these points, it is carried out a theoretical review of linguistic studies that addresses the issue. This review demonstrates how the complexity involved in punctuation as a language phenomenon, which is relate to its own historical constitution, results in a scenario in which the way of approaching punctation is a reflex of several linguistic perspectives competing. Among these perspectives, it is emphasized four of them, which conceives the punctuation as a graphic mechanism, as a prosodic resource, as a mechanism of legibility and as an enunciative mark. Considering this theoretical discussion, several materials are explored – as official documents on Portuguese language teaching, didactic materials, and internet texts about the theme – to identify how remnants of these perspectives can be noticed by the way punctuation is approached by each material. As a result, it is seen the emergence of conflicting ideas about the role of punctuation marks in the analyzed material. Due to the instability of approaches related to punctuation, it is proposed a discussion about how challenging teaching punctation can be. Finally, it is argued in favor of an enunciative perspective as an approach that considers the complexity involved in punctuation. Keywords: punctuation; institutionalized discourses; Portuguese language teaching.

revista de estudos da linguagem

Pontuando concepções: dizeres institucionalizados sobre pontuação e suas implicações para o ensino / Reviewing conceptions: institutionalized discourses about punctuation and its implications for teaching