A categoria de tempo por uma abordagem enunciativa

Abstract

The enunciative approach in language teaching is relatively recent and is still in the process of consolidation, especially if we consider the enunciative perspective based on Benveniste's theoretical postulates. On the other hand, an approach of this nature has considerable amplitude, as it is based on principles that include regular aspects of the language system and, at the same time, support subjective singularities in the uniqueness of the discursive act. Therefore, language teaching from this enunciative perspective can promote the development of the student's enunciative capacities, as postulated by official education documents such as the National Common Curricular Base, the Law of Directives and Base of National Education 9495/96, the Parameters National Curriculum. In this sense, the present research turns to the category of time from an enunciative perspective, seeking to discuss its dimensions and formulate principles for approaching this category in language teaching. From the enunciative point of view, the category of time presents several dimensions linked to the discursive act and to the elements underlying it, such as experience, alterity, history and human culture in and through language. In the case of the written text, the updating of the temporal category also presents other particularities related to the signifying system of writing. This dissertation aims to analyze the construction and organization of the category of time in productions of textual narratives written by a student of Elementary School I in order to think about elements for an enunciative approach to temporality in the teaching of the mother tongue. The work is based on the studies of Émile Benveniste for whom writing is a complex form of discourse, which demands from the enunciator-writer an activity focused on the semiotic level of the language to allow him to establish a relationship with the other through signs. The research corpus consisted of narratives written and rewritten by a student of Elementary School 1. The analyzes have a qualitative-interpretative character and focus on the observation of the functioning of the category of time and the construction of reference in written textual narratives, seeking to understand the subjectivity and intersubjectivity of the enunciator-scribe. Based on Benveniste's perspectives, we conclude that, in written enunciation, the child promotes adjustments to his writing through reference and construction of meanings in the written narrative text. In this way, when the child expresses himself in the language, he reveals his place in the written enunciative act through syntagmatization procedures used for the construction of meanings in the written text in the relationship between speaker and addressee. In the act of writing, the child shows all its uniqueness regarding the system and structure of the language due to the self-reference process carried out by the child when appropriating the language to establish the written enunciation.