Função discursiva do subjuntivo: uma análise fenomenológico-hermenêutica de textos argumentativos

Abstract

The theoretical perspective of North American functionalism attributes to the subjunctive the characteristic of marking the attitude of the speaker/producer of the text about the content of the information present in his propositions. The use of this verbal mode reveals the pragmatic-discursive argumentation of language users, since it is centered on the judgment of the speaker/producer of the text about the proposition and directed at an interlocutor in a given communicative context. This judgment made by the subject is considered by Givón (1995) a characteristic of the subjunctive as irrealis. In this context, the notional values of the subjunctive are interrelated with the argumentative positioning and with the pragmatic and discursive context in which they appear. The present work has as general objective to analyze the contexts of use of the notions of Subjunctive in texts written by students of the 3rd year of High School, taking into account their discursive strategies. We believe that texts written by high school students reveal significant discursive strategies about the notional values of the Subjunctive. We start from the following hypotheses: 1st) The function of the Subjunctive is subject to pragmatic and discursive-argumentative contexts. 2nd) The Subjunctive is motivated by its discursive function in specific situations of language use. To support the work, we sought the theoretical assumptions of North American Functionalism, more specifically, the works of Givón (1979a, 1979b, 1984, 1990; 1995, 2001, 2005). We also rely on Bianchet (1996), Pimpão (1999, 2012, 2015), Cunha; Cintra (1985), Deoclécio (2010), Furtado da Cunha; Bispo (2013), Reis (2008; 2010), Santos (2015; 2020). The methodological procedures are of a qualitative basis, having in the Hermeneutic Phenomenology of Paul Ricoeur (1989, 1991, 1996) the methodological trajectory of apprehension of our object of study. For data collection, we chose to build a corpus consisting of textual productions by 3rd year high school students, subjects of our research. Among the textual productions of the constructed corpus, only 10 (ten) were selected for analysis, which are being considered the Descriptions of the research subjects. For data analysis, we were guided by the following guiding question: How do 3rd year high school students use the Subjunctive as a discursive strategy in written argumentative texts? Data analysis enabled us to answer the guiding question of our research, helping us to understand the discursive function of the Subjunctive in argumentative texts, leading us to affirm that this process is carried out according to the subjects' meaning, that is, the construction of meaning(s) that takes place in discursive contexts, which takes place in a process of negotiation and subjectivity. The results found to confirm that the use of the Subjunctive is subject to syntactic and semantic-pragmatic contexts, a hypothesis raised and confirmed during the research. They also confirm the subjectivity of the research subjects who assume, with greater or lesser force, what they enunciate, sometimes committing themselves, sometimes moving away, thus revealing the discursive function of the Subjunctive, considering that the text is a discursive creation.