Verbete de dicionário em sala de aula: ampliação lexical guiada pela reflexão sobre os temas morte e vida

Abstract

Adopting a perspective that brings together Linguistic Analysis (GERALDI, 1997; MENDONÇA, 2006; BEZERRA; REINALDO, 2013) and Textual Genres (DOLZ; SCHNEUWLY, 2004; MARCUSCHI, 2008; COSTA-HÜBES, 2012), the present work approaches Portuguese language teaching by highlighting the importance of the entry genre in the classroom. Based on the sociointeractionist conception of language (BAKHTIN, 1997); KOCH; ELIAS, 2015), an interventional action in the classroom is proposed, together with the corresponding teaching materials, which instigates the use of reading strategies (SOLÉ, 1998) as well as that of the dictionary within the school context of an elementary school class. The action aims to increase the lexical repertoire of students, as well as to trigger considerations about the expansion of this repertoire. To achieve that, the research- in-action methodology is employed (THIOLLENT, 1985; ENGEL, 2000; TOLEDO; JACOBI, 2013), in which, based on the consideration of a problem, one promotes interactive actions that can be used as a method for Portuguese language teaching, in this case, approaching the life and death theme. Thus, the actions planned for this project aim to provide linguistic reflections on different textual genres that relate to the themes mentioned above, favouring the expansion of lexical knowledge. In order to promote the practice of Linguistic Analysis and contribute to the expansion of the students' lexical repertoire, working with the entry genre the dictionary is the focus, in a way linked to text reading, comprehension and production, contributing to their ability to understand and use new words.