Retroactive-propeller sequencers E, AÍ and ENTÃO in the mother tongue classroom

Abstract

This article has as its central object the phenomenon of retroactive-propulsive sequencing (Tavares, 2003), focusing on the sequencers E, AÍ and ENTÃO. It aims to analyze the uses of these linguistic forms in the speech and writing of students in the sixth year of elementary school (final years) and, based on this survey, propose a didactic activity that minimizes students' difficulties in using these connectors, especially in writing formal. To this end, the research is anchored in the assumptions of Variationist Sociolinguistics (Labov, 2008 [1972]) and Educational Sociolinguistics (Bortoni-Ricardo, 2004). The statistical results, measured using multinomial logistic regression models on the R platform, showed the favoring of AÍ in an intertopic context; the favoring of E in an intratopic context; in written texts; and in the subfunctions completion and introduction of effect. Based on these results, we proposed a didactic alternative to analyze the phenomenon of retroactive-forward sequencing in the classroom and to relate sequencing strategies to the discursive contexts involved.