O ensino de gramática em três eixos nas aulas de português: sistematicidade, produção de sentidos e variabilidade linguística no uso de conectores sequenciais

• Ano de defesa: 2022
• Autor(a) principal: Silva, Pollyanna Freire da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Gramática - Ensino; Língua portuguesa; Linguística - Conectores sequenciais; Variação linguística; Grammar - Teaching; Portuguese language; Linguistic - sequential connectors; Linguistic variation; Sistematicidade; Produção de sentidos; Systematicity; Production of meaning; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26560

This work is related to our concern as a Portuguese language teacher, specifically with regard to the question of how to make grammar teaching not only effective, but also meaningful for the student. In the Brazilian school tradition, the teaching of grammar has always been problematic, either because it was restricted to classificatory actions of an unproductive metalanguage, or because its teaching gave rise to a so-called linguistic analysis, which, in practice, brought the text to the center of doing. pedagogical, often leaving aside the necessary treatment of grammatical resources for the understanding of how the language is organized and works. With the experience acquired over the years in the classroom, we realized that one of the grammatical resources that most generate difficulties for students is the use of sequential connectors, making it impossible to progress the text produced and impairing its interpretability. Therefore, this research has as main objective to analyze the grammatical treatment given to the teaching of sequential connectors in Basic Education, from a perspective that integrates linguistic systematization, production of meanings in texts and linguistic variation. For this, we selected as specific objectives to describe the sequential connectors from the perspective of normative and descriptive grammars and also from linguistic studies; characterize the sequential connectors in relation to each of the three Axes of grammar teaching, linking them to (I) systematicity, (II) production of meaning and (III) linguistic variation; evaluate, in the analyzed textbooks, the correspondence between the teaching proposals in the teacher's manuals and their implementation in the students' books; reflect on the role of metalanguage in the classroom; propose a didactic sequence for teaching sequential connectors, in a grammatical perspective in three Axes, based on the diagnosis made with the analysis of the materials selected for the research.. Considering that a broad language teaching, contemplating its structure, uses in texts and their variations, is our task in Basic Education, our greatest theoretical reference is based on the proposal of Grammar in Três Eixos, by Vieira (2017a, 2017b, 2017c). , 2018, 2019a, 2019b), supported by Franchi (2009) in Axis I, of systematization; by Neves (2011a, 2011b), Antunes (2009) and Koch (2010) in Axis II, on the production of meaning; and by Bortoni-Ricardo (2004), Faraco (2008) and Bagno (2002, 2003, 2017) in Axis III, on linguistic variability. To characterize the object of study, we searched for descriptions made in grammars, such as those of Cunha and Cintra (2017), Cegalla (2008), Rocha Lima (2011), Bechara (2015), Perini (2001), Bagno (2012), Castilho (2014), Neves (2018), and in linguistic studies, such as those by Marcuschi (2008), Koch (2018), Antunes (2009), Neves (1997). In order to investigate the teaching of connectors, we selected three collections of textbooks, from the same publisher, referring to all the phases that make up Basic Education and we used a qualitative/interpretivist document analysis as a research methodology. Data analysis in these materials showed that the teaching of connectors, as part of the grammatical work, receives a superficial approach, in addition to not showing a convergence between the teaching of the grammatical component and the textual element, ignoring a variationist perspective. grammatical elements, maintaining, even if covertly, a static and prescriptive view of Portuguese. With this research, we hope not only to ensure the place of grammar in classrooms, but also to present an alternative grammatical approach to sequential connectors in a broad perspective of language teaching, which includes the systematization of its structure, the production of meanings that occurs in the interaction by means of texts, and the variability that is inherent to the functioning of language.