SANTANA, Nivalda Silva.
Abstract:
This study aims to understand the guiding assumptions of Syntax Structural and pedagogical implications in the teaching learning of the mother tongue. The idea of syntactic function and its levels in the teaching of the Portuguese language learning are the foundation of what we call pedagogical implications for teaching. The term syntax is being taken here from various studies, with a view in mind, the considerations presented in Borba (1979), as being those most meaningful to our proposal. The study is the nature and literature, was structured into three constituent parts. In principle, we show the various concepts of syntax, until we consider the assumptions of Structural Syntax. In the second chapter we resume the discussion on the fundamentals of syntax and we know our vision techniques syntactic and semantic relations with. In the third chapter, we seek to address the pedagogical implications from the syntactic levels. Besides the formal author with whom we establish the anchor, other theoretical references on the subject are studied, namely: Rocha Lima (1972), Pasquale and Ulysses (2003), Celso Cunha (1985), Perini (2009) and Ataliba (2010 ), especially when they make different types of syntax and emphasize the multiplicity of choices available for teaching by the educator. W e conclude that the structural syntax is an important aid to the educator to score a constitutive principle of analysis from elements minimum period is important to your knowledge level in school, especially from educators who may introduce structural analysis, even when it comes to analysis of minimal structures. With their help, we believe, students are offered a guiding principle to better understand language making sense.
