MARCAS DIATÓPICAS EM DICIONÁRIOS: uma proposta de registro para dicionários pedagógicos

Abstract

Diatopic marks (DM) are usually recorded in dictionaries in order to demonstrate to the potential querent the geographic region in which certain words are used. In the lexicographical tradition, this type of record is generally presented using abbreviations that precede the definition. From what we have noticed, DMs are contemplated in different typologies of dictionaries in an unsystematic way. In this sense, we elaborate a lexicographic treatment proposal for diatopic marks that can serve as a parameter in the process of elaborating pedagogical dictionaries. Therefore, we aim to: i) discuss the concept of using marks with a focus on the diatopic mark, emphasizing the importance of this type of information in pedagogical dictionaries; ii) present the position of different authors on the issue of usage marks in dictionaries; iii) verify how the lexicographical treatment given to the diatopic marks occurs in the dictionaries that will be analyzed; iv) identify possible lexicographical procedures regarding marks that may serve as a parameter in the process of elaborating future lexicographical works. In order to reach the established objectives, in addition to be guided by the theoretical and methodological principles of Pedagogical Lexicography (LEXPED) we tried to answer, during the development of the work, the following questions: i) the diatopic marks are registered in the lexicographical works chosen for the research? If the answer is positive, how are they recorded?; ii) can the forms of lexicographic treatment of DM in dictionaries meet the needs of Brazilian students learning Spanish, according to the level of competence in the language in which the student is?; iii) of the different forms of treatment of diatopic marks in the works, can there any that be contributing satisfactorily to the knowledge of the differences in the use of certain lexical units of the language, in a diatopic perspective?. The results of the analysis show us that the registration of diatopic marks is most often done in a macro-spatial perspective through abbreviations indicative of Americanism and Brazilianism. Considering, thus, the social, linguistic, cultural and geographic realities of certain lexical units of the language and the learning demands of the consultants of E/LE monolingual pedagogical dictionaries, we reflect on the need for more diatopic records from a micro spatial perspective. We hope that our reflections and our entry model for the registration of DM can serve as a parameter in the process of elaboration and/or reorganization of pedagogical lexicographic works, in a way that they meet the needs of the consultants, especially the Brazilian querent learning Spanish.