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

Detalhes bibliográficos
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
Resumo: 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.
id UFPB_54f3ab1ad213b31f93aa3375ef748c46
oai_identifier_str oai:repositorio.ufpb.br:123456789/22836
network_acronym_str UFPB
network_name_str Biblioteca Digital de Teses e Dissertações da UFPB
repository_id_str
spelling O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticasAnálise linguísticaGramáticaEpilinguagemLinguistic analysisGrammarEpilanguageCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICAConsidering 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.NenhumaConsiderando o conceito de Análise Linguística, bem como as discussões teóricas acerca do ensino da gramática, o presente trabalho busca trazer, como objetivo geral, a verificação de quais são os arcabouços teóricos que perpassam a prática de ensino dos docentes do ensino básico. Desde os primeiros questionamentos feitos por Franchi (1978), que levanta as concepções de epilinguagem e metalinguagem, como também a concepção de Análise Linguística trazida por Geraldi (1984), até os dias de hoje, vemos que, embora muito tenha se estudado e teorizado sobre o ensino do conteúdo gramatical na escola, ainda encontramos lacunas que podem enriquecer este campo de estudo se forem preenchidas. Nesse sentido, nosso trabalho tem como um dos objetivos específicos apresentar os principais teóricos que discutiram conceitos em torno da gramática desde o momento em que esta passou a ser objeto de revisão por parte daqueles que desejavam encará-la e efetivá-la dentro das escolas de uma maneira mais significativa. Aliado a esse intuito, a presente dissertação também tem como outro objetivo específico trazer em sua estrutura uma análise dos principais documentos parametrizadores (PCN’s) e normatizador (BNCC). Por fim, por meio dessa análise, pretendemos demonstrar de que modo as discussões teóricas têm reverberado dentro destes documentos e de que modo eles podem potencializar (ou não) uma vivência metodológica mais frutífera para o ensino da gramática. Do ponto de vista metodológico, perfazendo um caminho de análise qualitativo, trazemos a realidade de quatro professores que, através de uma entrevista estruturada, relatam suas realidades frente ao ensino de conteúdo gramatical em escolas públicas em João Pessoa. Através desses sujeitos, que possuem contato direto com o objeto de pesquisa aqui apresentado, traçamos um panorama geral que considera as concepções teóricas que eles têm a respeito do ensino da gramática, a influência que a formação desses professores tem sobre sua prática de ensino, bem como as estratégias que eles encontram para construir uma prática de ensino significativa quando se colocam diante do conteúdo gramatical durantes as aulas de língua portuguesa. A fim de subsidiar as nossas discussões, trazemos como principais aportes teóricos Antunes (2006; 2007); Franchi (2006); Geraldi (1984); Perini (2005); Travaglia (2011), entre outros. Como pontos atingidos por esse trabalho, podemos destacar a presença de um profissional mais consciente acerca do empenho que deve ter no ensino do conteúdo gramatical. Também percebemos que as concepções teóricas da academia se refletem dentro dos documentos oficiais, e conseguem, de uma certa forma, efetivarem-se dentro da prática de ensino dos professores.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBFerraz, Mônica Mano Trindadehttp://lattes.cnpq.br/3358932331388753Vasconcelos Neto, Marcionilo José de2022-05-12T17:14:21Z2022-03-152022-05-12T17:14:21Z2021-11-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/22836porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T14:29:53Zoai:repositorio.ufpb.br:123456789/22836Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T14:29:53Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
title O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
spellingShingle O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
Vasconcelos Neto, Marcionilo José de
Análise linguística
Gramática
Epilinguagem
Linguistic analysis
Grammar
Epilanguage
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
title_short O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
title_full O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
title_fullStr O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
title_full_unstemmed O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
title_sort O ensino de gramática e a formação docente: o conhecimento do professor sobre concepções linguísticas
author Vasconcelos Neto, Marcionilo José de
author_facet Vasconcelos Neto, Marcionilo José de
author_role author
dc.contributor.none.fl_str_mv Ferraz, Mônica Mano Trindade
http://lattes.cnpq.br/3358932331388753
dc.contributor.author.fl_str_mv Vasconcelos Neto, Marcionilo José de
dc.subject.por.fl_str_mv Análise linguística
Gramática
Epilinguagem
Linguistic analysis
Grammar
Epilanguage
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
topic Análise linguística
Gramática
Epilinguagem
Linguistic analysis
Grammar
Epilanguage
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-10
2022-05-12T17:14:21Z
2022-03-15
2022-05-12T17:14:21Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/22836
url https://repositorio.ufpb.br/jspui/handle/123456789/22836
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv diretoria@ufpb.br|| diretoria@ufpb.br
_version_ 1801842993333796864