A Colocação dos Pronomes Átonos nas Produções Escritas dos Alunos da 11ª Classe do Instituto Politécnico do Lubango Nº 131

Abstract

This paper, entitled "The Placement of Unstressed Pronouns in the Written Productions of 11th Grade Students at the Polytechnic Institute of Lubango No. 131", is the result of the authors' observation, as the guardians of students who were attending 11th grade at the aforementioned institute, of the placement of unstressed pronouns in a wide variety of contexts, taking into account grammatical assumptions. This revealed a significant variation in the placement criteria, sometimes it was appropriate and in many other contexts it was indistinct. We therefore set out to carry out an investigation into the subject, with the general aim of: Analyzing the way in which 11th graders at the Polytechnic Institute of Lubango in 131 place unstressed pronouns in their written productions; and the specific aims were to: Identify pronominal placement in the written productions of 11th grade students; Check the contexts in which the greatest variation occurs (enclisis or proclisis); Develop methodological suggestions that would facilitate the learning of these same students in the placement of unstressed pronouns and written form. The research problem was based on the following question: how do 11th graders at the Polytechnic Institute of Lubango No. 131 place unstressed pronouns in their written productions? Our analysis was carried out according to Cunha and Cintra's (1984) theory on pronoun placement, which resulted in the following cases: Of the 30 written productions analyzed from the students, we found 9 occurrences with the placement of pronouns, of which, 5 in the proclisis position and 4 in the enclisis position. Regarding proclisis, the students used it instead of enclisis and in enclisis we found one sentence where the pronoun plays the role of the nominal element lhe and two sentences with the clitic pronoun behaving as a derivational affix and one sentence with the pronoun having an argumentative and functional status similar to the theories.