A sala de aula de língua portuguesa: uma proposta comprometida com o protagonismo

Abstract

This work is linked to the macroproject "Portuguese language teaching – from the college graduation to the scholl classroom” (MIRANDA, 2014- PROFLETRAS / UFJF) which, in its second stage, turns to one intervention is tand participatory nature ofresearch. The project taims to find new educational courses for Portuguese classes directed to face the interactional crisis stronglye videnced in this space and impeding the teaching-learning process (LIMA, 2009; BERNARDO, 2011; SOURCES, 2012; LOURES, 2013). It is a hybrid character of case study – language and education – whose investigate a Portuguese Language classroom, in a public school in the municipality of Bom Jesus do Itabapoana-RJ, composed of 26 students of the 6th year of elementary school, where there searcher-participant Works. The diagnostic study (1st. Stage) starts from the analysis of students narratives, in order to verify the prospect of the mon the Portuguese lessons and compare it with the teacher voice and the voice of other students investigated in other case studies linked tour macroproject. The the- oretical basis for this analysis comes from the Semantic frames (FILLMORE, 2009 [1982]), a theoretical model of Cognitive Linguistics, and its application in computational lexicography project (https://framenet.icsi.berkekey.edu). The second stage, defined by action research (MORIN, 2004), consists in proposing an intervention in the Portuguese class of everyday life, by choosing new teaching technologie sanchored in youth leadership (Costa and Vieira, 2006 )to be developed, evaluated and, procedurally, recorded over one (1) semester.