Schooling grammar, teaching Portuguese language and teacher training

Detalhes bibliográficos
Autor(a) principal: Nonato, Sandoval
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Scripta
Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/24274
Resumo: This study proposes to discuss the status of schooling grammar as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which schooling grammar is approached in the historical course of the constitution of Portuguese language teaching. Next, this historically constructed status of schooling grammar is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about functioning of the verb in the poetic text by a student, as recorded in your internship report, allow us to problematize some of the challenges that the schooling grammar approach poses to teaching practices and to the training of the Portuguese language teacher.
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spelling Schooling grammar, teaching Portuguese language and teacher trainingGramática, ensino de língua portuguesa e formação do professorEnsino de língua portuguesaFormação docenteGramática escolarThis study proposes to discuss the status of schooling grammar as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which schooling grammar is approached in the historical course of the constitution of Portuguese language teaching. Next, this historically constructed status of schooling grammar is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about functioning of the verb in the poetic text by a student, as recorded in your internship report, allow us to problematize some of the challenges that the schooling grammar approach poses to teaching practices and to the training of the Portuguese language teacher.Este estudo propõe discutir o estatuto da gramática como componente curricular da disciplina língua portuguesa na escola brasileira. Para tanto, apresenta, inicialmente, um panorama dos modos como a gramática escolar emerge no percurso histórico de constituição do ensino de língua portuguesa. Em seguida, contrasta esse estatuto historicamente construído com práticas de ensino de língua portuguesa atuais mediadas por estudantes de licenciatura em Letras, por ocasião de realização de estágio em escolas da rede pública da cidade de São Paulo (Brasil). A descrição e a análise do processo de implementação de um projeto de ensino sobre o funcionamento do verbo no texto poético, por um estudante, conforme registrado em seu relatório de estágio, permitem problematizar alguns desafios que a abordagem da gramática coloca para as práticas de ensino e para a formação do professor de língua portuguesa.PUC Minas2021-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/2427410.5752/P.2358-3428.2021v25n53p586-617Scripta; Vol 25 No 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 586-617Scripta; v. 25 n. 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 586-6172358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/24274/18341Copyright (c) 2021 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessNonato, Sandoval2022-02-17T06:28:44Zoai:ojs.pkp.sfu.ca:article/24274Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2022-02-17T06:28:44Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false
dc.title.none.fl_str_mv Schooling grammar, teaching Portuguese language and teacher training
Gramática, ensino de língua portuguesa e formação do professor
title Schooling grammar, teaching Portuguese language and teacher training
spellingShingle Schooling grammar, teaching Portuguese language and teacher training
Nonato, Sandoval
Ensino de língua portuguesa
Formação docente
Gramática escolar
title_short Schooling grammar, teaching Portuguese language and teacher training
title_full Schooling grammar, teaching Portuguese language and teacher training
title_fullStr Schooling grammar, teaching Portuguese language and teacher training
title_full_unstemmed Schooling grammar, teaching Portuguese language and teacher training
title_sort Schooling grammar, teaching Portuguese language and teacher training
author Nonato, Sandoval
author_facet Nonato, Sandoval
author_role author
dc.contributor.author.fl_str_mv Nonato, Sandoval
dc.subject.por.fl_str_mv Ensino de língua portuguesa
Formação docente
Gramática escolar
topic Ensino de língua portuguesa
Formação docente
Gramática escolar
description This study proposes to discuss the status of schooling grammar as a curricular component of the subject Portuguese language in the Brazilian school. Therefore, it presents, initially, an overview of the ways in which schooling grammar is approached in the historical course of the constitution of Portuguese language teaching. Next, this historically constructed status of schooling grammar is contrasted with current Portuguese language teaching practices mediated by students for licentiate in Letters, on the occasion of an internship in schools of the public system of the city of São Paulo (Brazil). The description and analysis of the process of implementation of a teaching project about functioning of the verb in the poetic text by a student, as recorded in your internship report, allow us to problematize some of the challenges that the schooling grammar approach poses to teaching practices and to the training of the Portuguese language teacher.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/24274
10.5752/P.2358-3428.2021v25n53p586-617
url http://periodicos.pucminas.br/index.php/scripta/article/view/24274
identifier_str_mv 10.5752/P.2358-3428.2021v25n53p586-617
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/24274/18341
dc.rights.driver.fl_str_mv Copyright (c) 2021 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv PUC Minas
publisher.none.fl_str_mv PUC Minas
dc.source.none.fl_str_mv Scripta; Vol 25 No 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 586-617
Scripta; v. 25 n. 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 586-617
2358-3428
1516-4039
reponame:Revista Scripta
instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
instacron:PUC_MINS
instname_str Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
instacron_str PUC_MINS
institution PUC_MINS
reponame_str Revista Scripta
collection Revista Scripta
repository.name.fl_str_mv Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
repository.mail.fl_str_mv ||cespuc@pucminas.br
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