A composição neoclássica no ensino médio: ciência, uso e criatividade na abordagem da recomposição e da confixação

Abstract

The present work aims to analyze and, from there, discuss how neoclassical composition (LÜDELING, 2006; PETROPOULOU, 2009; CAETANO, 2010; GONÇALVES, 2011b) has been addressed in Portuguese grammar classes in High School. Thus, this work argues that discussing this topic in basic education can be productive, since students show curiosity regarding new word formations in the language or even words that already existed and were formed with neoclassical elements, whether outside or within the technical-scientific sphere. In this perspective, the mechanisms of recomposition (GONÇALVES, 2016) and confixation (MARTINET, 1979; CORBIN, 2001; RALLI, 2008a; RADIMSKÝ, 2011; GONÇALVES, 2011b) are addressed as subprocesses of neoclassical composition and are therefore presented in activity proposals that can be applied in Portuguese language classes in High School. For the teaching context (FRANCHI, 2006; BASSO & OLIVEIRA, 2012; VIEIRA, 2018; VIVAS et al., 2017; VIVAS et. al, 2019; BRASIL, 2018), this work proposes that it is relevant to move away from the traditionalism almost always associated with the teaching of Portuguese. Therefore, it is evident that scientific work is essential in language classes, in order to generate students’ involvement, engagement, and interest regarding the topic addressed in the classroom: neoclassical composition, which is almost always forgotten and neglected. With this proposal, it is demonstrated that this class needs to have a more central place in the teaching of the mother tongue, that is, not only in the lists or in the appendices of teaching manuals.