The approach of linguistic knowledge in classes published in the Teacher's Portal

• Autor(a) principal: de Oliveira Costa, Cássia Fernanda
• Data de Publicação: 2019
• Outros Autores: Cortez, Suzana Leite
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/42045
• topic: Conhecimentos Linguísticos; Análise Linguística; Abordagem textual-discursiva; Portal do Professor; Ensino de português; Linguistic Knowledge; Linguistic Analysis; Portal do Professor; Portuguese Teaching

The need for an approach to grammar in favor of reflection and the development of linguistic usage skills has been widely discussed among lin-guists and educators, especially since the 1980s. Within this approach, a theoretical-methodological proposal that aims to link the treatment of Linguistic Know-ledge (LK) to work with the text emerges: Linguistic Analysis (LA). Despite being defended by scholars of language and education – such as Geraldi ([1984] 2006), Mendonça (2007), Ilari and Basso (2011), Bezerra and Reinaldo (2013) and Antunes (2014), which theoretically base this work – the proposals for change in relation to the LK approach still cause concern among Portuguese teachers. Therefore, we propose to analyze classes published by teachers in the Portal do Professor (online platform of the Mi-nistry of Education dedicated to the teaching public), in the period from 2008 to 2016, in order to observe the extent to which the proposal of work with LK through linguistic analysis has influen-ced what teachers design for their classes, as well as to understand what the users of the Portal mean by "Linguistic Analysis". The analyzes led us to the understanding that, even if categorized as LA, the classes present different approaches to LK, ranging from inclina-tion to grammatical normativity to the work with the text in favor of reflection and linguistic uses.