Made available in DSpace on 2014-06-11T19:32:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-04Bitstream added on 2014-06-13T20:04:18Z : No. of bitstreams: 1 fernandes_mam_dr_ararafcl.pdf: 615978 bytes, checksum: d09b115cdb2769d112f1dec7cf6d3d4a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese aborda o estudo da inserção - uma das estratégias do Português falado - e o uso dos tempos verbais com base nos princípios teóricos da Lingüística na visão da Lingüística Textual e da Semântica. Para a investigação analisaram-se excertos do corpus, constituído por inquéritos do Projeto de Estudo da Norma Lingüística Urbana Culta de São Paulo, do Atlas Lingüístico de Mato Grosso do Sul e do Projeto Filologia Bandeirante e Português Popular do Brasil, ambos de São Paulo, com informantes de sexo diferente, além de faixa etária e escolaridade variadas. Foram analisados, nesses excertos, a natureza e as funções do fenômeno da inserção, o uso dos tempos verbais nos diferentes tipos de inserções, a relação entre o uso dos tempos verbais nas inserções e nos segmentos anteriores e posteriores a elas, além da relação entre o uso dos tempos verbais e a atitude comunicativa e a perspectiva comunicativa, além do relevo, quando pertencentes ao mundo narrado. A partir dos dados obtidos, em análise qualitativa, verificou-se que existem variações quanto às transições verbais nos diferentes estados e entre informantes e que a inserção não interrompe a seqüência textual; pelo contrário, contribui para a coerência, o que justifica a maior freqüência das funções explicativas e de comentário. Observou-se, ainda, que o uso dos tempos verbais, tanto no caso das transições homogêneas como nas heterogêneas está sempre subordinado ao discurso e o discurso aos temas desenvolvidos, e ambos às características sociais de seus falantes. / This dissertation studies insertion- one of the strategies of spoken Portuguese- and the use of verbal tenses, based on the theoretical principles of Linguistics from the perspective of Textual Linguistics and Semantics. For this research, some excerpts of the corpora were analyzed which were established by exploration of the Cult Urban Linguistic Pattern of São Paulo, of Mato Grosso do Sul Linguistics Atlas and the Bandeirante Project of Philology and Popular Portuguese of Brazil, from São Paulo State, with the informants belonging to different genders, diverse age groups and education level. In order to proceed with this researched, the nature and functions of insertion phenomenon, the use of verbal tenses in the different types of insertion, the relationship between the use of verbal tenses in those insertions as well as in preceding and following insertions, in addition to the relationship between the use of the verbal tenses and the communicative attitude and communicative perspective beyond the relevance, when part of the narrated world. From the obtained data, in qualitative analysis, it was possible to verify that there are variations as to the verbal transitions in those mentioned States (Mato Grosso do Sul and São Paulo) and also among informants and that insertion does not interrupt the textual sequence, yet, quite on the contrary, it contributes for the coherence, which justifies the major frequency of explainable functions and comments. It was also observed that the use of verbal tenses, both in the case of homogeneous and heterogeneous transitions, have always been subordinated to discourse, which is also subordinated to the developed themes and both to the social characteristics of the speakers.

From a literary review of the so-called continuous past tenses of the Bantu languages with special reference to Zulu it becomes quite clear that a number of misconceptions prevail amongst grammarians concerning these tense forms. Traditional grammarians refer to these verbal forms using labels such as continuous past tenses, compound tenses, the perfect form of the past tense, past compound tenses, contingent form/mood/tense, participial tenses, compound tenses and moods and imperfective aspect. These terms are all inappropriate names for these tenses. Posthumus (1983, 1988, 1990, 1999) is the only Bantuist who refers to the relative tense forms of Zulu as the relative tenses. His analysis and description of the grammatical tenses of Zulu are based on the Reichenbach model for tense analysis. Even though a number of European grammarians (initially especially German researchers) followed the Reichenbach model, none of the Bantuists (except Posthmus) employed this model of tense analysis2. In fact, the Bantuists. analyses of tense (as contained in grammars, hand books and articles in scientific journals) are not scientifically grounded. The distinction that Posthumus draws between absolute and relative tenses is also adhered to in this research. It is essential to distinguish clearly between tense and time reference on the one hand and between tense and aspect on the other hand because grammarians frequently confuse these categories. A clear distinction must, furthermore, be made between absolute and relative tense. Posthumus supplied a scientifically sound description of the structural and semantic characteristics of the relative tenses and has included a schematic representation of the array of relative tenses that occur in Zulu - however, three aspects of these tenses remain that have not been addressed adequately in his publications that will be scrutinized in this research. Firstly, the full spectrum of relative tenses with .be will be given and a scientifically sound analysis will be given thereof. A relative tense is defined as the verb form that marks the relationship between coding time, reference time and event time. Secondly, the contracted forms of the relative tenses are recorded and analysed systematically. The derivation of the abridged forms from the original full auxiliary verb groups is indicated and the various variants are listed in table form. Thirdly, attention is devoted to finding an appropriate label for the so-called compound tenses (as a super ordinate term) and to finding suitable names for the individual relative tense forms. The point of departure in this study is that the appropriate naming of scientific grammatical categories is of the utmost importance because that prevents misunderstanding. In fact, it is partly because of the use of inappropriate terms for the relative tenses collectively, and for the individual relative tense forms, that consecutive generations of Bantu grammarians have continued to offer inapt descriptions of these language forms. This state of affairs is quite evident from the literary survey. A thorough literary survey of the traditional descriptions and the labelling of the relative tenses are also aspects that have not received adequate attention in Posthumus.s publications and will therefore be pursued in this research. From the literary survey of the relative tenses it transpires that different and sometimes opposing views exist concerning their description and that different names exist for the so-called compound tenses (most of them being totally inapplicable). A comprehensive literary survey focussing on the description of the so-called compound past tenses is essential to put the traditional descriptions and analyses of these tenses in perspective. Such a literary survey was undertaken and included all the official Bantu languages of South Africa except South Ndebele. Southern Ndebele was not included in the survey because there is no grammar available on this language and information on the relative tenses of this language is not readily available either. An outline distinction is drawn in this study between the categories tense, time reference and aspect (which are often confused by grammarians). A clear distinction is also drawn between absolute and relative tenses. An exhaustive description of the structural characteristics of the individual relative tenses is offered. In this discussion the relative tense forms consisting of an auxiliary verb group (comprising the auxiliary verb stem .be diachronically derived from the copulative verb stem .ba) are discussed in detail. The structural and semantic characteristics of both the auxiliary verb part and the complementary part are discussed in detail in this study. An exposition is supplied of the complement that may be a main verb (as for instance in the example zibe zigijima (> bezigijima) izingane ... .they were busy running, the children ....), an auxiliary verb group (as in the example zibe zinele zigijime (> bezinele zigijime) izingane ... .as soon as they are busy running, the children ....) or a copulative word group (as in the example zibe ziba zinkulu (> beziba zinkulu) izingane ... .they were busy becoming big, the children ... / they were becoming grown up, the children ....). However, it is not possible to discuss the different types of complements exhaustively in this research report, therefore the focus will be on those examples where a main verb occurs as complement. The semantic traits of the relative tenses are discussed and finally names are proposed as labels for the individual relative tenses that occur in Zulu. The names proposed for the individual relative tenses are descriptive terms based on the semantic characteristics of these tense forms. The terms suggested for the sixteen individual relative tenses are motivated and listed in a systematic exposition. Due to the limited nature of a research report of this nature, the naming of the relative tense forms with a copulative as complement are not discussed. Furthermore, mere mention is made of the possible inclusion of the (deficient) auxiliary verb stem .se in the relative tense forms. A comprehensive discussion of this aspectual distinction also falls outside the scope this mini-dissertation. / Dissertation (MA)--University of Pretoria, 2008. / African Languages / unrestricted

Le sujet de cette recherche, intitulé Temps et Aspect en arabe. Étude comparative avec le français, porte sur une étude comparative du fonctionnement du temps et de l’aspect dans les deux langues. Le présent travail décrit le système temporel de la langue et étudie les procédures de fonctionnement du temps dans le récit et les effets de sens relevant des différentes procédures de l’énonciation du temps.En effet, notre étude n’est pas uniquement une étude à perspective contrastive de l’arabe et du français. Elle a aussi pour but d’éclairer le processus de production écrite des étudiants soudanais quant à l’expression du temps. Nous recueillerons dans un premier temps un corpus de productions écrits d’étudiants soudanais. Nous avons consacré dans un deuxième temps notre étude à un corpus littéraire (deux récits : Saison de la migration vers le nord et Le Messie du Darfour). / The subject of this research, entitled Tenses and Aspect in Arabic: a comparative study with French, consists of a comparative study of the functioning of tenses and aspect in the languages in question. This work describes the tense systems of both languages: it studies howt heses tenses function in narration and the effects of meaning under the different procedures of the enunciation of tenses. However, our study is not only a contrastive study of Arabic and French tenses. It also aims to shed light on the written production process of Sudanese students as regards the expression of tenses. We will first collect a corpus of written productions of Sudanese students. We also based our study on a literary corpus (two stories: Season of the migration to the north and The Messiah of Darfur)

Orientador: Odette Gertrudes Luiza Altmann de Souza Campos / Banca: Rosane de Andrade Berlinck / Banca: Beatriz Nunes de Oliveira Longo / Banca: Ingedore Grunfeld Villaça Koch / Banca: Gladis Maria Barcelos de Almeida / Resumo: Esta tese aborda o estudo da inserção - uma das estratégias do Português falado - e o uso dos tempos verbais com base nos princípios teóricos da Lingüística na visão da Lingüística Textual e da Semântica. Para a investigação analisaram-se excertos do corpus, constituído por inquéritos do Projeto de Estudo da Norma Lingüística Urbana Culta de São Paulo, do Atlas Lingüístico de Mato Grosso do Sul e do Projeto Filologia Bandeirante e Português Popular do Brasil, ambos de São Paulo, com informantes de sexo diferente, além de faixa etária e escolaridade variadas. Foram analisados, nesses excertos, a natureza e as funções do fenômeno da inserção, o uso dos tempos verbais nos diferentes tipos de inserções, a relação entre o uso dos tempos verbais nas inserções e nos segmentos anteriores e posteriores a elas, além da relação entre o uso dos tempos verbais e a atitude comunicativa e a perspectiva comunicativa, além do relevo, quando pertencentes ao mundo narrado. A partir dos dados obtidos, em análise qualitativa, verificou-se que existem variações quanto às transições verbais nos diferentes estados e entre informantes e que a inserção não interrompe a seqüência textual; pelo contrário, contribui para a coerência, o que justifica a maior freqüência das funções explicativas e de comentário. Observou-se, ainda, que o uso dos tempos verbais, tanto no caso das transições homogêneas como nas heterogêneas está sempre subordinado ao discurso e o discurso aos temas desenvolvidos, e ambos às características sociais de seus falantes. / Abstract: This dissertation studies insertion- one of the strategies of spoken Portuguese- and the use of verbal tenses, based on the theoretical principles of Linguistics from the perspective of Textual Linguistics and Semantics. For this research, some excerpts of the "corpora" were analyzed which were established by exploration of the Cult Urban Linguistic Pattern of São Paulo, of Mato Grosso do Sul Linguistics Atlas and the Bandeirante Project of Philology and Popular Portuguese of Brazil, from São Paulo State, with the informants belonging to different genders, diverse age groups and education level. In order to proceed with this researched, the nature and functions of insertion phenomenon, the use of verbal tenses in the different types of insertion, the relationship between the use of verbal tenses in those insertions as well as in preceding and following insertions, in addition to the relationship between the use of the verbal tenses and the communicative attitude and communicative perspective beyond the relevance, when part of the narrated world. From the obtained data, in qualitative analysis, it was possible to verify that there are variations as to the verbal transitions in those mentioned States (Mato Grosso do Sul and São Paulo) and also among informants and that insertion does not interrupt the textual sequence, yet, quite on the contrary, it contributes for the coherence, which justifies the major frequency of explainable functions and comments. It was also observed that the use of verbal tenses, both in the case of homogeneous and heterogeneous transitions, have always been subordinated to discourse, which is also subordinated to the developed themes and both to the social characteristics of the speakers. / Doutor

The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text] / Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą]

This Master´s thesis explores the system of future time of the Italian and French language. The aim of this work is to describe in detail what the possibilities are in expressing the future time in the Italian and French language. It is divided in two main parts which are composed of 4 chapters. The first part, divided in three chapters, describes how in theory the future time is formed in Italian and French; what their usage is and what the key differences between them are. It also addresses the issues of possible traduction between them. In the practical part which is processed in a parallel body Intercorp the thesis aims to justify the theoretical findings of the first part.

Ma recherche consiste en une analyse sémantique et morphologique des formes verbales dites « surcomposées » en français (j’ai eu fait, j’avais eu fait, j’aurai eu fait, etc.). La forme la plus fréquemment employée et la mieux représentée est la forme appelée « passé surcomposé », du type j’ai eu fait. Mais à des degrés divers, toutes les formes du paradigme sont attestées.Le passé surcomposé connaît deux emplois distincts. Le premier, appelé « standard », est attesté dans toute la francophonie. Cette forme peut être décrite comme un passé résultatif, car, par son aspect « accompli », elle pointe la phase qui, dans le passé, fait suite au procès. Utilisée en relation avec le passé composé à valeur aoristique, qui pointe le procès en cours de déroulement, elle crée des effets d’antériorité (quand il a eu mangé, il est parti).Le second emploi, dit « régional », n’est attesté que dans les domaines à substrat occitan et francoprovençal. Ce second passé surcomposé peut être décrit comme un parfait d’expérience, car il possède toujours une valeur « expérientielle », qui indique qu’il est arrivé au moins une fois à une situation donnée de se produire à l’intérieur d’un certain intervalle temporel. Pour les locuteurs qui emploient ces formes, un énoncé comme j’ai eu mangé du requin signifie ainsi il m’est arrivé au moins une fois de manger du requin. Les formes « standard » et les formes « régionales » ne sont pas seulement distinctes sémantiquement. Elles sont également différentes sur le plan morphologique : tandis que les premières sont construites par composition de l’auxiliaire (avoir eu + fait), les secondes se construisent par l’insertion du morphème eu, marqueur expérientiel, dans le syntagme verbal composé : avoir (+eu) fait. Cette différence n’est certes pas « visible » pour les formes qui se construisent avec l’auxiliaire « avoir ». Mais elle se révèle avec les verbes qui demandent l’auxiliaire « être » : les formes résultatives se construisent en effet sur le modèle de avoir été + parti (quand il a été parti, je suis allée me coucher), tandis que les formes expérientielles se construisent sur le modèle de être (+eu) parti (on est eu partis en vacances en Italie). La correspondance entre sens et forme étant absolue, la thèse défendue dans mon travail est qu’il ne s’agit pas seulement de types d’emploi distincts, mais bien de formes verbales différentes / My research consists in a semantic and morphological analysis of the so-called “surcomposé” verbal forms in French (j’ai eu fait, j’avais eu fait, j’aurai eu fait, etc.). The most frequently used and best-represented form is called “passé surcomposé”, such as j’ai eu fait. However, all the forms of the paradigm are attested to some degree.The passé surcomposé displays two distinct uses. The first one, known as the “standard use”, is attested throughout the French-speaking world. This type can be described as a resultative past. Indeed, through its “perfect” aspect, it points to the phase, in the past, following the process. Used in association with the passé composé with an aoristic value, which points to the on-going process, it creates anteriority effects (quand il a eu mangé, il est parti).The second use, referred to as “regional”, is only attested in the areas with an Occitan and a Franco-Provencal substrate. This second passé surcomposé can be described as an experiential perfect because it always has an “experiential” value that indicates that a given situation has occurred at least once within a certain temporal interval. Speakers who use these forms understand an utterance like j’ai eu mangé du requin as I have eaten shark at least once.The “standard” and “regional” forms do not only differ in terms of semantics. They are also different at the morphological level: whereas the former are constructed by auxiliary composition (avoir eu + fait), the latter are constructed by the insertion of the morpheme eu, which is an experiential marker, in the composed verbal phrase: avoir (+eu) fait. Of course this difference is not “visible” for forms constructed with the auxiliary “avoir”. It is however revealed with verbs requiring the auxiliary “être”: resultative forms are constructed on the model avoir été + parti (quand il a été parti, je suis allée me coucher), while experiential forms are constructed on the model être (+eu) parti (on est eu partis en vacances en Italie).As the form-meaning correspondence is absolute, the present work proposes a view according to which these forms correspond to different verbal forms and not only distinct uses

Dans le présent travail il s’agira du mode de l’indicatif français, notamment de la concordance des temps de l’indicatif et son transfert vers le lituanien. Donc, l’objectif de notre mémoire est l’étude du système de l’indicatif du français et son transfert en lituanien. / Mūsų darbo tikslas yra išstudijuoti prancūzų kalbos tiesioginę nuosakos laikus ir jų vertimą į lietuvių kalbą. Kalbant apie tiesioginę nuosaką reikėtų pasakyti, kad vien šios nuosakos formos jau gali išreikšti laiko sąvoką. Taip pat reikėtų paminėti, kad specifinis prancūzų kalbos gramatikos bruožas yra laikų derinimas. Laikų derinimu vadiname atitikmenį, kuris reikalingas atliekamų veiksmų suvokimui ir chronologijai, kurie egzistuoja sudėtiniame sakinyje išdėstant veiksmažodžių laikus tarp pagrindinio ir šalutinio sakinio. Norint suprasti, kaip veikia laikų derinimo mechanizmas, reikia stebėti, kaip keičiasi šalutinio sakinio veiksmažodžiai, kada pakinta pagrindinio sakinio veiksmažodžių laikas. Taip galima išskirti dabarties ir praeities veiksmažodžių laikų derinimo planus. Vis tik nereikėtų suprasti laikų derinimo tik kaip metodo, kai šalutinio sakinio laikų vartojimas priklauso nuo pagrindinio sakinio laikų vartojimo. Laikų derinimo sąvoka yra daug platesnė. Sakykim, derinant pasakojimo laikus, reikia atkreipti dėmesį ne tik į atitinkamo laiko plano laikų derinimą, bet ir į pasakojimo prasmę, į tai, ką norima pasakyti. / Dans le présent travail il s’agira du mode de l’indicatif français, notamment de la concordance des temps de l’indicatif et son transfert vers le lituanien. Donc, l’objectif de notre mémoire est l’étude du système de l’indicatif du français et son transfert en lituanien.

The work presented below is a contrastive analysis of Spanish, Russian, and Czech verbal systems, with an emphasis on past tenses and their usage. The study begins by analyzing the concept of aspectuality, which will be proven to be essential in order to understand how tenses are used in Slavic languages, particularly in Russian and Czech. Following this introduction, the above-mentioned verbal systems are described, with special attention given to past tenses. Subsequently, the work presents two independent practical studies, which try to determine the main difficulties for Russian and Czech students when using past tenses in Spanish. In order to achieve this goal, the study has been carried out among students with different levels and backgrounds. Finally, the data collected in this study is used to design a didactic proposal, which aims to cover the main difficulties for these students regarding the use of past tenses in Spanish.

Submitted by Artur Geraldo Pais null (arturpop2001@gmail.com) on 2017-01-08T17:40:23Z No. of bitstreams: 1 PAIS_AG_PROFLETRAS_ME_UNESP_ASSIS.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-01-11T13:37:30Z (GMT) No. of bitstreams: 1 pais_ag_me_assis.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) / Made available in DSpace on 2017-01-11T13:37:30Z (GMT). No. of bitstreams: 1 pais_ag_me_assis.pdf: 7915636 bytes, checksum: feabf246e6be076db149ba83eb4fa226 (MD5) Previous issue date: 2016-11-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Os recentes materiais didáticos destinados à aprendizagem de Língua Portuguesa no Ensino Fundamental II têm procurado desenvolver um trabalho de gramática direcionado aos mais diversos gêneros textuais. No que diz respeito ao ensino dos verbos, particularmente as formas de pretérito do modo indicativo, gêneros como relato de experiência, notícia de jornal, crônica, biografia, entre outros, contemplam o conteúdo das formas de passado no português brasileiro. Entretanto, percebe-se que ainda persiste um mero ensino das características morfológicas desse tempo verbal. Noções de aspecto, modalidade e uso são deixadas em segundo plano, ou simplesmente ignoradas. O Currículo do Estado de São Paulo propõe, com base nos Parâmetros Curriculares Nacionais, que o ensino gramatical seja voltado para o texto em seus mais variados gêneros, e que tenha respaldo na língua em situações de uso real. Por outro lado, os materiais de apoio do Currículo (Caderno do Aluno e Caderno do Professor) não concentram o ensino da gramática a essas situações de uso e acabam seguindo o mesmo padrão adotado pelos livros didáticos, nos quais sequer existem menções a valores aspectuais e modais dos verbos. O objetivo deste trabalho é apresentar os resultados acerca da investigação e análise da abordagem dada às concepções de ensino de língua e aos estudos gramaticais nos materiais de apoio do Currículo do Estado de São Paulo e em alguns livros didáticos de Língua Portuguesa de 6º e 7º anos do Ensino Fundamental, com um recorte dado aos verbos e, particularmente, às formas flexionadas nos tempos do pretérito do modo indicativo no português do Brasil. Considerando os conceitos de tempo e de aspecto verbal e as diferentes perspectivas de abordagem dos tempos de pretérito do modo indicativo na Língua Portuguesa, esta pesquisa, de caráter qualitativo, consiste na análise dos documentos oficiais e dos materiais didáticos utilizados na Educação Básica, e apresenta, como proposta de intervenção, um Caderno Complementar de Atividades para o professor aplicar junto aos alunos do Ensino Fundamental II, com exercícios que contemplem o passado dos verbos em português, dentro de uma perspectiva semântica e funcional, em diferentes gêneros textuais. A presente pesquisa também apresenta uma análise da elaboração do Caderno Complementar e da aplicação das primeiras atividades com alunos do 7º ano de uma escola pública da cidade de Assis, SP. / The newest schoolbooks for the learning of Portuguese language in Elementary Education try to develop a grammar teaching according to various text genres. When the subject is the teaching of verbs, particularly the forms of the past tenses in the indicative mood, text genres like experience report, newspaper report, chronicle, biography, and many others, include the contents of the forms of the verbs in the past in Brazilian Portuguese. However, it is very clear that there is still a mere teaching of the morphological characteristics of this tense. The verbal aspect, the modal verbs and the functions of verbs are not the main topic in the studies, or they are simply ignored. The Currículo do Estado de São Paulo – an official document that indicates the contents to be taught in public schools in São Paulo State – proposes, based on the PCN (Brazilian National Curriculum Parameters), that the grammar teaching must be focused on the text in its several genres, and has to consider the language in real use situations. On the other hand, the Currículo support materials (student’s and teacher’s notebooks) do not consider these situations in the grammar teaching, and the approach follows the same pattern adopted by the textbooks, in which there is not any mention about aspect values or modal verbs. The aim of this work is to present the results on the research and analysis of the approach of the language teaching concepts in the support materials of the Currículo do Estado de São Paulo and in some textbooks of the 6th and the 7th years in elementary school, with the focus on the grammatical studies about the verbs and, particularly, their inflected forms in the past tenses in the indicative mood, in Brazilian Portuguese. Considering the concepts of tense and verbal aspect, and the different perspectives of approach to the past tenses in the indicative mood in Portuguese, this qualitative research analyzes the official documents and the teaching materials used in Elementary Education, and presents, as a proposal of intervention, a Complementary Activities Notebook for the teacher’s work with the elementary school students, with exercises that include the verbs in the past in Portuguese, in a semantic and functional perspective, in different genres. This research also analyzes the development of that Complementary Notebook and the results of implementing its first activities with students in a 7th year at a public school in Assis, São Paulo State.