A regência variável do verbo ir, de movimento na escrita de alunos do 3 ano do ensino médio: uma análise sociolinguística

Abstract

This study proposed to investigate, in the light of Variationist Sociolinguistics and Educational Sociolinguistics, the process of variation of the regency of the verb to go, of movement, in the writing of students of the 3rd year of High School at Escola Estadual de Caburi, located in the rural area of the municipality from Parintins (AM). For this, 72 texts written in three controlled genres were collected, namely: linguistic production test, social questionnaire and personal report. The following independent extralinguistic variables were considered: sex, location and textual genre (linguistic production test, social questionnaire and personal report). As for the linguistic independent variables, the following were controlled: the degree of locative definiteness: definite/undefined, degree of locative definiteness: presence/absence of determinant, degree of locative definiteness: grammatical gender of the locative, demarcation of the locative, configuration of the locative, person of speech, tense, verb mood and narrativity of speech. For data analysis, the statistical program Goldvarb X was used (SANKOFF, TAGLIAMONTE and SMITH, 2005). In general, the results were as follows: of the 694 occurrences collected of the prepositions of the locative complement of the verb to go, of movement, 327 were of the variant in (47,1%), 306 of the variant to (44,1%) and 61 from the variant to (8,8%). Regarding the groups of controlled factors (linguistic and extralinguistic), for the application of the rule, the variant in (as opposed to the preposition to), the following groups were relevant, in order of selection: degree of definity of the locative: grammatical gender of the locative, gender, locality, tense, textual genre and verb mood. In a complementary round, considering the opposition between the variant in (application of the rule) versus to, the following variables were selected: degree of locative definiteness: presence/absence of determinant, person of discourse, narrativity of discourse, location and textual genre. The results that we have achieved with this research can serve for a reflection directed to the teaching of Portuguese language and the relationship of the teaching-learning of this curricular component with the process of variation of the language in the speech and its reflexes in the writing in a formal context, as is the case of written texts, specifically of the textual genres investigated.