Introduction

Objective

The objective of this project is to understand and apply substantive clauses in Portuguese. Through practical and collaborative activities, you will become familiar with these clauses and how they function in sentence structure.

Context

The Portuguese language is rich and complex, and one of its particularities is the possibility of establishing various types of relationships between the clauses that make up a text. In grammar, when we deal with conjunctions and conjunctive phrases, we come across the concepts of subordinate clauses. Within this category, we have substantive clauses.

Substantive clauses perform syntactic functions equivalent to those of nouns: they can be subjects, direct objects, indirect objects, nominal complements, and predicatives. They are introduced by subordinating conjunctions (que, se) or relative pronouns or adverbs. Their types are: subjective substantive clause, direct objective, indirect objective, nominal complement, predicative, appositive.

We use these structures every day when we speak or write. A simple example is the sentence "I think you're right". In this case, "that you're right" is a direct object substantive clause.

Recognizing these clauses helps us better understand the structure and meaning of texts. Learning to identify and use them correctly can improve our writing skills and make our communication more effective.

Getting Started

Substantive clauses are an important topic in the study of Portuguese syntax. Understanding this structure can make reading and writing richer, more accurate, and more complex. The resources below are reliable and contain detailed information on substantive clauses. They can be used to deepen your understanding of the topic:

1. Sobre Português: A page that explains what a substantive clause is and how to identify it. It contains examples that aid understanding.

2. Brasil Escola: This site provides a clear and detailed explanation of substantive clauses. It contains information on the different types of substantive clauses and examples of each.

3. YouTube - Prof Noslen: An explanatory video that details the concepts and provides practical examples to illustrate what substantive clauses are.

The resources above will help you become familiar with substantive clauses and understand how they work. Use them to research and learn more about the topic and remember to cite them in your bibliography.

Practical Activity

Activity Title: "Detecting Substantive Clauses in Everyday Life"

Project Objective:

1. Identify substantive clauses in different types of texts (newspaper articles, song lyrics, books, etc.).
2. Create a digital portfolio with examples of substantive clauses found.
3. Write a detailed report on the project.

Detailed Project Description:

Students will form groups of 3 to 5 people. Each group will be responsible for identifying substantive clauses in various types of text. The texts can be selected by the groups themselves or indicated by the teacher.

Students will be tasked with researching and identifying these types of clauses, noting each one in a digital portfolio. The portfolio should contain the examples found, the classification of the clause (whether it is subjective, direct objective, indirect objective, nominal complement, predicative, appositive), and a brief explanation of why the clause falls into that category.

Upon completion of the project, each group will produce a detailed report on the activity.

Required Materials:

• Various texts (books, articles, song lyrics, etc.)
• Computers or mobile devices with internet access to create the digital portfolio.

Step-by-Step Activity Guide:

1. Group formation: students should organize themselves into groups of 3 to 5 people.

2. Text selection: each group should choose or receive from the teacher the texts in which they will search for substantive clauses.

3. Background material study: students should study the background material provided by the teacher to understand the concepts of substantive clauses.

4. Research and identification: each group should read their chosen texts and identify the substantive clauses present. These clauses should be noted and classified according to their type.

5. Digital portfolio creation: each group should create a digital portfolio where they will compile all the substantive clauses found. The portfolio should contain the clause citation, the clause classification, and a brief explanation of why the clause falls into that category.

6. Report writing: each group should write a report detailing the project implementation process.

The report should contain an introduction, a development, a conclusion, and a bibliography. In the introduction, the group should contextualize the theme, its relevance and application in the real world, and the objective of this project. In the development, the group should explain the theory behind the substantive clause, explain the activity in detail, indicate the methodology used, and finally present and discuss the results obtained. In the conclusion, the group should reiterate the main points of the work, explain the lessons learned, and the conclusions drawn about the project. Finally, in the bibliography, the group should indicate the sources they used to carry out the work.

Project Deliverables:

• Digital portfolio with a record of the substantive clauses found, including the clause citation, the clause classification, and a brief explanation of why the clause falls into that category.

• Report detailing the project implementation process.

Both deliverables are complementary and together aim to provide a complete view of the work carried out by the students. The portfolio presents the practical part of the work, showing the application of the concepts studied. The report allows students to demonstrate, in an organized and structured way, the knowledge acquired, the stages of project implementation, and the results obtained. Both documents should be prepared collaboratively by the group, aiming to stimulate teamwork and the division of responsibilities.