Caderno pedagógico : emprego de verbos na norma-padrão para melhorar a escrita formal

• Ano de defesa: 2023
• Autor(a) principal: Gois, Robson da Silva
• Orientador(a): Santos, Elaine Cristina Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Língua portuguesa; Gramática; Verbos; Ensino
• Palavras-chave em Inglês: Teaching; Grammar; Verb
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18895

This study sought to delve deeper into the methodological guidelines of the official documents with the Guidelines and Bases of National Education - PCNs of Portuguese Language and BNCC -, more closely, grammar teaching with a focus on the verb. The focus of the discipline is to train for the different uses of language and for participation in society in a critical and creative way. The general objective of this work is to elaborate a learning object as na intervention proposal, a Pedagogical Notebook, with activities developed based on the three axes for teaching grammar proposed by Sílvia Rodrigues Vieira, presenting a more productive approach to grammar and the classroom. . As specific objectives, it was intended to encourage students to develop their own strategies to conceptualize the verb, considering the notions of action and movement, expanding knowledge about the proper use of writing verbs; contextualize situations of oral and written communication, adapting the language to the context. The applied methodology is similar, in parts, to action research, since it had investigation, action and training as its main targets, with which it sought to understand the problem in order to seek a solution - or at least, greater awareness of its origins and possible solutions in an attempt to transform the reality encountered. The planning of the methodology steps was based on an initial diagnostic phase, followed by an action phase, built from the reflection made on the previous phase. In action research, the researcher assumes the responsibility not only of assisting the actors involved through the generation of knowledge, but also of applying this knowledge (MACKE In GODOI, BANDEIRADE-MELO and SILVA, 2006; MATHIASSEN, 2002 apud LINDGREN et al.). Parts of the action-research process were carried out. The target of the work were students from two classes of the 9th grade of elementar school in a municipal public school in the municipality of Moita Bonita/SE. Theoretical contributions consisted of authors who discuss the theme of teaching and learning gramar with a focus on teaching verbs in the classroom. Travaglia (1996) presents aspects of language grammar to which teaching has not paid due attention and states that an interesting field for reflexive grammar around the semantics and pragmatics of linguistic resources is the use of verbal tenses and modes. Starting from them, the teacher can achieve a more satisfactory result, because he is contextualizing the grammar and, in this way, leading the student to reflect on his own language and expand his linguistic capacity. Research results have contributed to the understanding of various educational issues, mobilizing changes in school practice and new positions among education professionals. The expectation is that the considerations and socializations here, provoke new reflections with a view to improving the pedagogical work in the teaching of grammar for the effectiveness of appropriate writing in different contexts of communication in the school environment and outside it, in a more efficient, effective and pleasant way for all those involved in this teaching and learning process.