O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas

• Autor(a) principal: Vasconcelos Neto, Marcionilo José de
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/22836
• topic: Análise linguística; Gramática; Epilinguagem; Linguistic analysis; Grammar; Epilanguage; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA

Considering the concept of Linguistic Analysis, as well as the theoretical discussions about the teaching of grammar, the present work seeks to bring, as a general objective, the verification of what are the theoretical frameworks that permeate the teaching practice of elementary school teachers. Since the first questions made by Franchi (1978), who raises the concepts of epilanguage and metalanguage, as well as the concept of Linguistic Analysis brought by Geraldi (1984), until the present day, we see that, although much has been studied and theorized about teaching grammar content in school, we still find gaps that can enrich this field of study if they are filled. In this sense, our work has as one of the specific objectives to present the main theorists who discussed concepts around grammar since the moment it became the object of revision by those who wanted to face it and make it effective within the schools of a more meaningful way. Allied to this purpose, the present dissertation also has as another specific objective to bring in its structure an analysis of the main parameterizing documents (PCN's) and standardizing (BNCC). Finally, through this analysis, we intend to demonstrate how theoretical discussions have reverberated within these documents and how they can enhance (or not) a more fruitful methodological experience for teaching grammar. From the methodological point of view, making a qualitative analysis path, we bring the reality of four teachers who, through a structured interview, report their realities regarding the teaching of grammatical content in public schools in João Pessoa. Through these subjects, who have direct contact with the research object presented here, we were able to draw an overview that considers the theoretical conceptions they have about grammar teaching, the influence that the training of these teachers has on their teaching practice, as well as the strategies they find to build a meaningful teaching practice when facing grammatical content during Portuguese language classes. In order to support our discussions, we bring as main theoretical contributions Antunes (2006; 2007); Franchi (2006); Geraldi (1984); Perini (2005); Travaglia (2011), among others. As points reached by this work, we can highlight the presence of a more conscious professional about the commitment he should have in teaching grammatical content. We were also able to perceive that the theoretical conceptions of the academy are being reflected within the official documents, and they manage, in a certain way, to become effective within the teaching practice of teachers.