Repensando sentidos e significados de gramática e de ensino-aprendizagem de gramática em um grupo de estudos na universidade

• Autor(a) principal: Ignácio, Alba Valéria Alves
• Data de Publicação: 2015
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13756
• topic: Gramática; Ensino-aprendizagem; Reflexão crítica; Grammar; Teaching - learning; Critical reflection; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aims to investigate in a critical way a) the senses that emerge from the discussions about grammar and the teaching-learning of grammar with a group of students of a Language Course, as well as, b) investigate how new meanings where shared. More specifically, it is focused on the critical understanding and transformation of the senses and meanings attributed to the teaching-learning of three different grammar approaches on social practices contexts. The argumentative organization of language for building collaborative relationships in the discussion of the different understandings of the participants of this research is focused on the production of new meanings and the redefinition of the initial senses. This study is oriented towards an investigation in which theory and practice are inseparable from the reflections about grammar and the teaching of grammar as well. To understand how the teacher-researcher organizes these relationships among participants in order to enhance the production of knowledge and how this organization helps or not for learning and development of students, are points considered central issues in this research. This study has as theoretical support the of Socio-Historical-Cultural Activity Theory (TASHC) with contributions from Vygotsky (1930, 1934), Leontiev (1977), Engeström (2008, 2009), Magalhães (2004, 2009, 2010) and Liberali (2009, 2010) and the formation of critical and reflective practitioners (Freire, 1970, 1997; Liberali, 2009; Magalhães, 2009; Oliveira 2009; among others).It also relies on theoretical approaches on visions of grammar that relied their discussions on Saussure (first half of the twentieth century), in discussions of Chomsky (late 1950), and on Bakhtin and Voloshinov (1929/2004), Bakhtin (1942-45; 1952-53/2003) and Brazilian researchers, as Geraldi (1984), Mendonça (2006), Rojo (2009), Brait (2010, 2012); among others. The methodology of this research is focused on the Critical Research of Collaboration (PCCol), an intervention research discussed by Magalhães (1999.2009); Liberali (2004); among others. In this context, the formation of future Portuguese language teachers are supported in the critical and dialogical research paradigm, so that the interactions among the participants of this study in a collaborative-critical way for the transformation of all and so that they can also reveal dialectical relations produced by the practices, where the participants affect and are affected by interactors. The data was produced from April to September 2013 by recording audio and video of a Study Group taught by the teacher-researcher. Data was analyzed giving priority to the enunciative, discursive and linguistic aspects based on studies of argumentation and analyzed for the understanding of collaborative-critical relationships. The results showed (1) that the participants in this study transformed the initial meanings of grammar and the teaching-learning grammar and (2) that the relational process, supported by the type of questions, led the students of the Language Course, the teacher Si, and the teacher-researcher transform their understanding of grammar as well as, the way of acting directed to the teaching and learning of grammar