O ensino do substantivo e do adjetivo em perspectiva: proposta de aplicação a partir do gênero conto

Abstract

The development of this project considers the teaching of Portuguese in Brazilian public schools; the work with normative grammar, which has presented a range of perspectives; the performance of teachers, divided on the issue of teaching grammar or not, how to teach and what to teach; the perspectives of grammar presented in didactic books, and the official guidelines on the teaching of Portuguese language. By reflecting on these issues and problematizing them under the bias of linguistic analysis, this research proposes alternatives to associate grammar teaching with social discursive practices. Having as the investigative locus sixth grade class of Elementary school of public school and the Portuguese language classroom, this project associates the teaching of word classes, specifically the noun and the adjective, to the textual genres short story and parody short story with regard to the reading, listening, writing and speaking skills of a leaner. The main goal of this interventionist project in the classroom is, starting from the genres tale and parody short story, to explore the function of the categories noun and adjective in the construction of the textual genre, presenting such word classes in a contextualized way. In order to achieve this, it is reflected on how they act in the construction of the narrative and descriptive sequences in the short story and the parody short story, considering the morphic, semantic and functional criteria, as well as how they act in orality, through storytelling, under the pragmatic aspect. It is believed that contextualizing grammar in the learning of the mother tongue, appropriating linguistic analysis practices with an emphasis on reflection and use, makes sense for the student beyond the school, creating a condition of efficient and conscious participation of the individual in the language social practices. Therefore, this research is based on the grammar teaching perspectives addressed by Antunes (2014) and Neves (2002, 2015); linguistic analysis by Franchi (1991), Geraldi (1997, 2010, 2014), Mendonça (2006) and Bezerra and Reinaldo (2013); analysis of word classes teaching by Pinilla (2007), Perini (2001, 2006) and Bagno (2011); textual genres by Schneuwly & Dolz (2004); action-research methodology by Thiollent (2006), Desroche (2006), Morin (2004) and Elliott (1997) and also linguistic analysis practices in textbooks by Sigiliano & Silva (2017). The application of the intervention, with principles of the didactic sequence, as well as the data of the written and oral production of the students revealed advances in regards to the appropriation of the genres short story and parody short story but also the use of the word classes noun and adjective for the construction of the narrative and descriptive sequences, confirming the initial hypothesis that the contextualized and reflective grammar teaching, through linguistic, epilinguistic and metalinguistic activities, may contribute to a learning process which is able to provide the students a greater ability to their school and non-school language practices.