The construction of the enunciative identity of the child: a look on the personal pronouns

• Grant number: 08/03751-9
• Support Opportunities: Scholarships abroad - New Frontiers
• Start date: September 15, 2008
• End date: August 14, 2009
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Psycholinguistics
• Principal Investigator: Alessandra Del Ré
• Grantee: Alessandra Del Ré
• Host Investigator: Christian Hudelot
• Host Institution: Faculdade de Ciências e Letras (FCL). Universidade Estadual Paulista (UNESP). Campus de Araraquara. Araraquara , SP, Brazil
• Institution abroad: Université Paris Ouest Nanterre La Défense (Paris 10), France

Abstract

In this research, we intend to analyze, at first, the use of the pronouns "eu/você/ele", mainly on the way the child represents him/herself and inserts the other in his/her own speech, i.e, we want to unmask the way that the infantile speech discloses a game of identity/alterity at the moment when he/she uses (or not) these pronouns. Obviously, it will not be possible to deal with the pronouns in an isolated way of linguistic elements such as the verbs (in which way the child marks the person morpheme), and even the argumentatives markers, because as the infans places him/herself in opposition to the other, in a certain way, this another one is also being elaborated cognitive and psychicly. We believe that, because it's about an alterity under construction, the child, even when he/she contemplates the existence of this one with whom he/she interacts, not always does he/she see him/herself in the image that this one gives of him/herself. Thus, observing the shunting lines that it makes related to these pronouns and everything that is around them, gives us a better notion of the subject and its rank in speaking functioning. So, in order to understand such process better, we will base our research on some works already done (Morgenstern, 2006; De Lemos, 2004 etc.) and that, in a certain way, indicate some ways for this study. The results obtained in this research, as they point out intrinsic perspectives to the Portuguese language spoken in Brazil - that can be or not resembled to those of the French language -, certainly will contribute, not only supplying more subsidies to discuss on the relation identity/alterity in the speak of the child, but also for new reflections concerning the process of language acquisition by children. (AU)