O lugar da gramática no ensino de gêneros textuais: o modelo didático aponta um caminho

Abstract

With the changes realized in the guiding documents of the Portuguese Language teaching at the end of the 20th century, pointing the text as the object of study and not the pure grammar anymore; and the dissemination of new theories about teaching adopting a conception of language understood as dynamic thing which is realized in the social interaction between individuals, rises between Portuguese teachers a restlessness: What is the place of the grammar study when we adopt a teaching perspective focused in the textual genres? The difficulty to answer this question can lead mother tongue teachers to two different ways in the definition, in their teaching planning, of what contents to work: focus on grammar studies (reflecting the prevalence of a great tradition among the Portuguese teachers) or fully exclude the grammar study (reaching for adequacy, even though erroneously, to the new model of teaching). Arguing that none of this ways are the best chose to be done, this study aims to build and test a didactic model of the textual genre critical reviews of books, searching for guide Portuguese teachers in the developing of various didactic sequences and also pointing a way that shows the place of linguistic reflection in the textual genres study in the classroom. To do this, we started from the building of a didactic model of the critical book review, which generates a didactic sequence, implemented in a 8th grade class, at a public school, in Juiz de For a – MG. Our intention is perceive what linguistic reflections rise from this genre and which of them are transposable to the classroom, observing in which way the grammar study is inserted in this context. For supporting this work, we discussed the guidelines pointed by the National Curricular Parameters – PCNs (1998) and we use the contributions of de Social Discursive Interactionism from Bronckart (2005, 2006a, 2006b, 2009, 2010), concerning to the conception of language; we introduce the concepts of Textual genres from Bakhtin (1988, 2000, 2006); and we use the definitions of didactic model and didactic sequence, made by Schneuwly & Dolz (2011). With this research, we aim to contribute with pedagogic tools that help Portuguese teachers to transport to the classroom the theories that support the official documents, allowing them to do this consciously and autonomously.