Uma experiência de ressignificação do papel da gramática na aula de português: mudanças na abordagem, nos recursos e nas crenças do professor

Abstract

The present work, developed according to the theoretical presuppositions of action research (ENGEL, 2000; THIOLLENT, 2011), is linked to the macro project "The Portuguese Teacher: his/her formation and actuation in the contemporaneity", concomitantly developed in the Master of Languages in the Graduation Linguistics Program at Federal University of Juiz de Fora. As an interventional project, it seeks to re-significate our teaching practice through a reflexive process and through strategies development which are aimed to integration of the four axes of Portuguese Language teaching. The intervention actions carried out, were supported by an interactionist conception of language (ANTUNES 2003, 2007, 2014) and involving all of our daily practice of Portuguese language teaching - reading, writing, speaking and linguistic reflection - characterized as part of an educational change , based in the triad: new teaching approaches; new or revised materials use; belief changes (FULLAN, 2009). To substantiate the proposed changes, we sought theoretical guidance in Bakhtin (1992); Franchi (2006); Geraldi (2012); Mendonça (2006), as well as in documents established as standard for Brazilian education: National Curricular Parameters (1998); Basic Common Curriculum (2007); National Common Curricular Base (2017). The development of the work, also turned to some discussions about the elaboration of teaching planning (MENEGOLLA, 2014); (PILETTI, 2010). The intervention project was developed from August to November 2018, in an 8th grade class of a public Elementary School in Barbacena, state of Minas Gerais. Following the developed model for the Graduation Final Paper of PROFLETRAS / UFJF, the presented study has as a product a Pedagogical Notebook followed with a dissertation document. Overall, it was a very productive experience for both, students and the teacher, since the former ones could experience a new teaching genre and the teacher had achieved better autonomy and authorship in her practice.