A gramática reflexiva como um instrumento para a produção escrita no ensino de Língua Portuguesa do 9º ano do Ensino Fundamental II

• Ano de defesa: 2014
• Autor(a) principal: Miranda, Silvia Cristina
• Orientador(a): Palma, Dieli Vesaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Língua Portuguesa
• Departamento: Língua Portuguesa
• País: BR
• Palavras-chave em Português: Educação linguística; Gramática reflexiva; Estudo de caso; Sequência didática
• Palavras-chave em Inglês: Linguistic education; Reflexive grammar; Case study; Didactic sequence
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14314

Teaching the mother language to a native speaker seems a very simple issue, but in fact it is not so. If then, the language teacher was actually a grammar teacher, now, after so many linguistic theories, teaching grammar has become its greatest challenge. From The transphrastic analysis to the linguistic discourse, the concern is to develop a productive grammatical study, taking the text as a unit of meaning and not as a reason for grammar studies on isolated sentences. However, it is not what happens in most classrooms. The theme of this dissertation is the reflexive grammar as a tool for producing written in Portuguese language teaching 9th year of elementary school. The analysis of the corpus, consisting of a case study shows that the choice of this type of reflection for the grammar school treatment can achieve the criteria of lexical-grammatical pedagogy according to the assumptions of Language Education. To achieve the objectives, this dissertation is structured as follows: theoretical foundations of linguistics Education, conceptualization and reflective considerations of grammar, the description and analysis of the case study and, finally, a proposed instructional sequence for production of an opinion, whose linguistic reflection module makes use of a reflective grammar as a tool for the development of grammatical competence of learners-ensinantes. The analysis results show that the grammatical study in the classroom is important to develop the communicative competence of learners-ensinantes, however only have satisfactory results to prioritize reflection, that is, if the grammatical study is focused on analysis of resource use linguistic and textual genres considering the communicative situation. Thus the reflexive grammar, is presented as an appropriate grammars for the school since it constitutes treatment as part (module) of a teaching sequence based on the assumptions of linguistic education