Classes de palavras: uma proposta de tratamento dos substantivos no ensino fundamental

• Ano de defesa: 2020
• Autor(a) principal: Escócia, Patrícia Mônica Bastos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino de Gramática; Classes de palavras; Substantivo
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/52077

The teaching of grammar has, for some time, been going through transformations. Classes that follow the model centered on the view of right or wrong are discouraged and, in their place, emerges a suggestion towards a teaching method that takes into consideration especially the practical and efective use of language, since the old model, oriented towards the memorization of a meta-language, drives out the student’s will to know and own their language’s workings. Whit the purpose of acting positively in this context, this research aims to develop, with students in the 9th grade of Basic Education on a public school, in the city of Fortaleza-CE, a teaching method that promotes skills related to the epilinguistic observation and reflection on the properties of word classes, specifically nouns, in the effective use of language, namely from concrete texts present in activities that use the productive teaching approach. This way, we intend to instigate the student to observe and reflect more on the behavior of language, acknowledging that some words, especially nouns, share certain properties related to the form and function they assume in the effective use. The methodological design consists on a proposition of activities of productive and reflective nature, finding theoretical support on the Linguistic Functionalism, with the following stages: survey, intervention and evaluation. For such, works that cover language teaching and grammar were used as reference, such as Neves (2011; 2018), Nogueira (2014. 2010a, 2010b, 2008), Antunes (2003), Geraldi (1999), Travaglia (2009); and works that cover the theme of word classes such as Macambira (1970), Nogueira (1995), Duarte and Lima (2003), and others. Regarding the procedures of data collection and analysis, this research is characterized as a research-action. The obtained results reveal an evolution in the understanding by students in the particularities of the noun class, allowing us to conclude that instigate reflection on the language promotes the development of necessary skills for an effective learning.