Sequência didática para aprender gramática: uma possibilidade metodológica para as aulas de língua inlgesa

• Ano de defesa: 2020
• Autor(a) principal: Arend, Tamires Caroline
• Orientador(a): Dickel, Adriana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educação – FAED
• País: Brasil
• Palavras-chave em Português: Didática; Aprendizagem; Prática de ensino; Língua inglesa - Gramática; Professores - Formação
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2024

This dissertation is the result of a process of continuing teacher education. Thus, the methodological conduct was based on the concepts of action research (ELLIOT, 1990; STENHOUSE, 1996; MINAYO, 2001). The research is in line with the line of research on Educational Processes and Language, of the Graduate Program in Education at the University of Passo Fundo. It is a qualitative research that aims to contribute to the elaboration of a Didactic Sequence to learn Grammar (SDG) for the teaching-learning of the English language. To conduct this study, at first, it was sought to situate and bring to the discussion the context of teaching and learning the foreign language (PAIVA, 2005; LEFFA, 1999), as well as thematizing the main documents that guide the proposals for language teaching : LDB (1996), PCN (1998), RCLRG (2009), BNCC (2018). In order to understand this scenario, we direct our gaze to the researches that were developed in the area, as well as the methodologies, the studies of the language teaching and, mainly, the theories that dialogue about the role of grammar in the teaching-learning of the foreign language. (FIGUEIREDO; PAIVA, 2010; NEVES, 2009; CAMPS, 2006). Next, we developed and analyzed a proposal for SDG (CAMPS, 2006; DICKEL et al, 2016), which aims to develop activities in order to enhance the linguistic and metalinguistic movements that students can manifest when learning an L2 / LE. The results indicate that the knowledge related to the functioning of the language and the understanding of the work methodology is a fundamental condition for the teacher so that he can act more safely and, consequently, provide students with significant moments in the classroom.