Contextualization

The Portuguese language is a complex constellation of rules, concepts, and exceptions. Each element of this constellation allows us to express our thoughts and feelings in unique and precise ways. One of these elements, to which we will dedicate ourselves in this project, is the relative pronoun.

Relative pronouns, by definition, refer to a previous term, called an antecedent, with the aim of better organizing the structure of the text, avoiding unnecessary repetitions. They can function as subject, direct object, indirect object, nominal complement, passive agent, or adverbial adjunct. Relative pronouns are an important tool in constructing clear and cohesive arguments, whether in formal, academic texts, or even in casual conversations.

Each syntactic function of the relative pronoun has specific characteristics and uses. For example, when the relative pronoun functions as a subject, it initiates the subordinate clause, being mandatory and always coming after the antecedent. When it functions as a direct object, it can be replaced by 'which' (and its gender and number variants), and the preposition is not used. Delving into this topic is a valuable exercise to understand how the parts of a sentence relate to each other.

But you may be wondering, why is it important to understand the syntactic functions of the relative pronoun? The answer is simple: it allows us to construct and dissect complex arguments in a clear and concise manner. In a debate, for example, the efficient use of the relative pronoun can strengthen your argument and make your position more persuasive. Furthermore, in our increasingly digital world, the ability to express your ideas clearly and effectively in texts is an essential skill.

I invite all of you to embark on this journey of discovery about the syntactic functions of relative pronouns. I recommend using the book 'Gramática da Língua Portuguesa' by Maria Helena Mira Mateus and Ana Maria Brito, as well as the website 'Português' which provides detailed explanations and practical exercises on the topic. Additionally, I suggest watching the video 'Syntactic Functions of Relative Pronouns' on YouTube, which playfully explains the content.

Practical Activity

Title: Travelers of the Relative

Project Objective

The objective of this project is to allow students an in-depth and practical exploration of the syntactic functions of the relative pronoun through the development of a collaborative Board Game.

Detailed Project Description

Groups, consisting of 3 to 5 students, will have to create a Board Game where each space or challenge is related to the syntactic functions of the relative pronoun. To make the game challenging and educational, each space must contain questions or challenges on the studied topic.

Additionally, students must develop a manual with the game rules, describing each space on the board and the correct answers to each proposed question.

Necessary Materials

• Cardboard or Poster Board for the game base.
• Colored paper for the spaces and questions.
• Dice.
• Pieces to represent the players.
• Writing and drawing materials (colored pens, pencils, ruler…)
• Digital resources for research (computer or smartphone).

Step by Step

1. Form groups of 3 to 5 participants.
2. With the chosen base (cardboard or poster board), sketch the path that will be followed on the board.
3. Research the syntactic functions of the relative pronoun, using the suggested materials in the introduction as a basis, and select information that will be transformed into challenges/experiences in the game.
4. With the selected information, develop the questions that will be asked during the game. Remember that it is important to address all the topics of the theme, such as the subject, direct object, indirect object, nominal complement, passive agent, or adverbial adjunct functions of the relative pronoun.
5. Place the questions (or challenges) on each space of the board. You can do this randomly or create a logical sequence.
6. Develop the game rules. How do players move? How many questions should be answered per turn? What happens if the answer is wrong?
7. After creating the game, play it and make necessary adjustments.
8. Develop a detailed manual with all the game rules, the questions present on the board, and their correct answers.
9. Each group will have to present their game to the class, explaining its rules and answering questions from classmates and teachers.

Project Delivery

Students must deliver, in addition to the Board Game, a written document in the form of a report containing four main topics: Introduction, Development, Conclusions, and Bibliography.

1. Introduction: The student must contextualize the importance of the syntactic functions of the relative pronoun, present the created game, and indicate the objective of its creation.

2. Development: Explain the theory studied about the functions of the relative pronoun, detail the creation of the game, its structure, rules, and how each part of it is related to the studied contents. Additionally, indicate the methodology of creating the game and how this activity helped in understanding the theme.

3. Conclusions: The student must conclude the work by recalling its main objective, sharing the learnings and experiences obtained during the project execution.

4. Bibliography: Indicate all sources consulted during the project, such as books, websites, videos, among others.

The written document, as well as the game, will be an important means of evaluating the project, so students must dedicate themselves to these materials, always seeking to reflect and articulate the knowledge acquired during the proposed activities.