Propriedades semânticas: análise do uso de sinonímia em produções textuais escolares

Abstract

The present work deals with Synonymy, a property inherent to Lexical Semantics responsible for the establishment of similar meaning relations between two or more words, in oral and written discourses, helping in textual cohesion. Considering that textual productions are part of the process of developing communicative competence, it is essential to know how to use mechanisms relevant to the production of good texts, such as the semantic properties of language. In this sense, this work aimed to analyze the level of mastery that students of the 3rd grade of High School have about semantic properties, such as Synonymy, based on the evidence in their textual productions, relating them to the level of literacy required in texts proposed by the National High School Exam (ENEM). The theoretical support is based on authors such as: Cançado (2013) and Tamba (2006), with regard to semantic studies in general; Hoffmann (2014) and Fiorin (2021), with regard to lexical semantics; Freitas (2004), Halliday and Hasan (1976), in relation to Synonymy in the context of lexical cohesion; Travaglia (2008) and Oliveira (2010), on textual production in school. Thus, in the present work, of a basic nature and with an exploratory objective, a field research was carried out with corpus treatment following the qualitative approach, whose results allow us to conclude that most of the research participants need to develop, considerably, the ability to use synonyms in favor of lexical cohesion and textual stylistics, as part of the linguistic competence necessary for students at the end of Basic Education and, consequently, as required in the ENEM essay