Atividades pedagógicas lúdicas: propostas para aulas de língua portuguesa nos anos finais do ensino fundamental

Abstract

This work is linked to the Language and Humanities research line of the Postgraduate Program in Linguistics of Federal University of Juiz de Fora. The main purpose of this research is to propose playful pedagogical activities for the final years of Elementary School, based upon the conceptions of teachers and students about playfulness, from the public network of a city in the interior of Rio de Janeiro. Developed by a researcher professor, the main justification for the proposal lies in the perception that, despite recent advances, the effective practice of language teaching still reveals a great difficulty in the sense of transforming the Portuguese class into a space in which students can engage in interactive activities and, in this interaction, develop expressive resources that can handle the practical purposes of social use of language. In this context, this investigation recognizes in playfulness (LUCKESI, 2005, LOPES, 2014) a way to create meaningful experiences of language practices in the Portuguese language class. The idea is that by using games, simulations, and dynamics the pedagogical experience can be benefited with situations of language use, which normally would not occur spontaneously (or in reality) at school. From an interdisciplinary perspective, based on the principles of Applied Linguistics, the study integrates different areas in the construction of its theoretical contribution. In a first instant, reflections on teaching nowadays are proposed, dealing specifically with the performance of the Portuguese teacher (NÓVOA, 2009; TARDIF; LESSARD, 2014). The second instant of theoretical discussion seeks to explain the existing connection between playfulness, human experience and learning (CAILLOIS, 2017; HUIZINGA, 2000; PIAGET, 2017; VYGOTSKY, 2008), observing the ways which the it is present in everyday life, in history, education and human development. In addition, based on studies carried out in the field of Neuroscience (COSENZA; GUERRA, 2011), we reflect upon the ways in which human learning takes place, also considering basic principles of Sociocognitive Linguistics and studies on language learning processes (BERGEN 2012). The qualitative research with an interpretative bias (DENZIN; LINCOLN, 2006; MOITA-LOPES, 1994) was developed in the municipal educational system of Comendador Levy Gasparian, state of Rio de Janeiro, where the researcher works. In the development of the investigation, six teachers from the mentioned educational system and eight students enrolled in the ninth year of elementary school at São João Batista municipal school responded to the investigative instrument that requests the report of a playful experience that occurred in a school environment which they participated or even organized (in the case of teachers). The Frame Semantics (FILLMORE, 1982) and the lexicographical project FrameNet exploited the analysis of the reports. Based on the constructed theoretical framework and the analysis of teachers’ and students’ opinions regarding the expression of playfulness in the school environment, nineteen playful pedagogical activities were developed aiming the teaching of native language in the final years of Elementary School.