Reflexões sobre a análise e práticas sociais escolas de Campina grande

• Autor(a) principal: Dutra, Camilla Maria Martins
• Data de Publicação: 2015
• 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/tede/7706
• topic: Gramática; Análise Linguística; formação de professor.; Grammar; Linguistic Analysis; teacher training.; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The teaching of Portuguese is increasingly becoming topic of discussion in the Applied Linguistics area, and it is, as such, one of the most recurring themes in the Brazilian educational scenery. These discussions refer to the need of change in the classroom routine, in which language is studied in an unarticulated way with regard to usage and reflection. In this context, the Linguistic Analysis methodological proposal emerges as a teaching alternative, and, associating reading and writing practices, allows for reflection about linguistic usages. This way, the general objective of this dissertation is to reflect upon the perception that the 21 teachers participants of the research have about their Linguistic Analysis teaching practices in 9 Campina Grande schools, 6 of which are public schools (3 administrated by the city hall, and 3 by the State government), and 3 that are private. Specifically, the objectives are: Investigating the concept of Linguistic Analysis adopted by the aforementioned city‟s teachers; observing if they put in practice the concept of Linguistic Analysis in their classes; investigating, in case it is not put into practice, the factors that interfere in the non-teaching of linguistic guidelines, and verifying if the teacher‟s profile (educational level and teaching experience time) interferes in the Linguistic Analysis accomplishment. The dissertation corpus comprises a questionnaire with eight questions about teacher‟s education, grammar and Linguistic Analysis. For the execution of this corpus study, we established as theoretical grounds the concept notions of grammar, Linguistic Analysis, and teacher training (GERALDI, 1984, 1997; POSSENTI, 1996; COSTA VAL, 2002; NEVES, 2002; PERFEITO, 2005; MENDONÇA, 2006; TRAVAGLIA, 2009; BEZERRA e REINALDO 2012). With this study, we observed that teachers do not know the concept of Linguistic Analysis in depth, since most of them do not apply it in their classes, substituting it by the more traditional grammatical orientation. Besides this, we noticed that the teacher‟s profile does not interfere in the Linguistic Analysis teaching. We realized that the main factor that interferes in this picture is the concept of Linguistic Analysis as a synonym of norm. This way, we believe this dissertation can contribute for perfecting classroom practices, particularly with regard to the teaching of grammar.