Gêneros pautando um ensino reflexivo do adjetivo e do advérbio: discussões sobre bullying e cinema em um novo contexto escolar

Abstract

This work, which has an interventionist character, tries to present an alternative to the teaching of textual genres and grammar in the mother tongue, correlating morphology, more specifically the teaching of the adjective and adverb categories, to genres and there is a prominence of these classes of words. Given the methodology of the research-action as the guiding principle of this work Morin (2004) and Thiollent (1986), a current and necessary topic to be discussed in the group in which the application occurred was selected: bullying, which was addressed so that the discussion on the subject guided the students to an awareness of the issue and also to a position against this type of violence. For that, the incentive to linguistic and thematic reflection was based on cinematography, as a way to arouse students' interest. Based on the classroom approach to reviews, synopses, film and film commentaries, a proposal for grammar teaching was drawn differently from what had previously been applied by the teacher-researcher. The students and the teacher-researcher were constantly subject to evaluation and practice in the intervention undertaken. In addition, data of initial and final productions of the students of the class were collected as a way of evaluating students' learning and difficulties regarding the text. Students also participated as researchers at the school, raising data on the occurrence of bullying in EFII classes. This intervention was anchored in the studies of mother tongue of Franchi (1988) and Geraldi (1997, 1999), of grammar of Neves (2002, 2015), from the perspective of the linguistic analysis of Mendonça (2006), Barbosa (2010) and Bezerra and Reinaldo (2013), contextualized grammar of Antunes (2007, 2014), the theory of textual genres of Schneuwly & Dolz (2004) and Marcuschi (2008, 2011) and of word classes and Bastos, Lima and Santos (2012) and Pinilla (2014). This study is based on recent legislation on bullying and cinema, in Duarte (2009), and revealed great advances in the group regarding the problem of violence that the students had been facing in a silent and veiled way. The results of the analyses showed that the proposal of more reflexive grammar teaching contributed to developing the students' reading productively and actively, interpretation and text production skills.