Análise linguístico-morfológica da terminologia da área de formação continuada de professores dos anos iniciais

Abstract

This article aims to present a linguistic-morphological analysis of the terms that make up the domain of Continuing Education for Elementary School Teachers. This is an excerpt from a doctoral research project based on lexicon studies, especially Terminology, based on authors such as Cabré (1999), Biderman (2001), Barros (2004), Krieger and Finatto (2004). AntConc was one of the computational tools used to process the corpus and analyse the 2,851 terms repertorised by the research, which were distributed into three subdomains: linguistic knowledge, mathematical knowledge and didactic-educational knowledge. The analysis of the terms showed that the terminological profile of the domain studied is mostly made up of complex, noun-based terms and that suffixal derivation was the most productive formation process in the constitution of the simple terms of the terminological set studied. Also noteworthy is the presence of foreignisms, especially among digital discourse genres. In addition, there is a significant occurrence of acronyms, with a predominance of acronyms. The relevance of the research presented in this paper lies in the analysis of the terms of an area in constitution (in terms of identifying its system of concepts), which could serve as a reference for the development of future studies, as well as for the elaboration of terminographic objects in the domain of knowledge studied.