Ensino contextualizado dos tempos verbais: relato de experiência vivida como forma de aproximação entre escola e família

Abstract

The approach of the school with the family has been a challenge today. The school has been progressing slowly in this direction, as it often tries to embrace multiple educational functions and, among these, several that should be the responsibility of the family. In addition, there is a detachment and disinterest of those responsible in the school life of children in the classroom, which is the aim of this analyze. Along with this – and more specifically linked to the teaching of Portuguese – was identified in this classroom little perception of the importance of verbal tenses for the construction of the report and narrative. In this context, together with a specific work of development of Portuguese language teaching-learning, this paper aims to present a proposal for the approximation of two social spheres based on Castro and Regattieri’s (2009) reflections that propose the use of the expression “school-family”, considering that the initiative of approximation of these two institutions is in charge of the school most of the time. Understanding that the role of the school is to be the student’s complete educator, creating conditions for the exercise of citizenship (BRAZIL, 1998), the present research brought the proposal of a reflective teaching within the lived experience report genre. Through the genre, the analysis, reflection and systematization of linguistic aspects were instigated regarding the use of verbal tenses for the construction and progression of the report in a teaching proposal based on Linguistic Analysis and the contextualized teaching of grammar aspects (MENDONÇA, 2006; GERALDI, 2012; ANTUNES, 2014). To this end, the intervention was structured in a way to promote an alliance between school and family and, in parallel, to provide linguistic reflection through the textual productions and study of the verbal tenses that permeate the intervention stages. The guiding hypothesis, therefore, is that the chosen genre has the potential both to bring the institutions mentioned closer together, by addressing aspects of family life as a theme, and to enable a textual environment in which tenses play a relevant role. As a result of the intervention’s application, it can be stated that the approximation between school and family was intensified, which reverberated in considerable contribution to a better personal and school development of most students. Regarding the linguistic aspect, it was evidenced that there were gains, as the students began to recognize the role of verbal tenses in the experience report genre, in order to understand not only the identification of more recurrent tenses in this genre, but mainly their nuances of meaning in the construction of texts. About half of the parents actively participated in the moments when they were asked and reported on the importance of continuing this type of work in school at the end of the intervention. Accompanying this dissertation is a Pedagogical Notebook, composed of a considerable range of reflective linguistic activities for students, which can be a tool that will assist teachers, managers and educational specialists in building a more interactive school with the school community.