Práticas de análise linguística na sequência didática: uma proposta com artigo de opinião

Abstract

The problems relevant to the learning axes of the Portuguese language – Reading, Text Production, Orality and Linguistic Analysis (LA) – are intensified in the treatment of grammatical topics. Even with the advancement of research in the area of Letters, teaching is still rooted in classificatory and metalinguistic practices. Thus, the following problem-question emerges: how can LA practice be integrated with the other axes to overcome the traditionalist grammatical approach? It starts from the hypothesis that investment in teacher training is essential for overcoming the framework of deficities in the teaching of the Portuguese language, so that the postulations of official documents and linguistic research can have an effect where it really matters: in the classroom of the Basic education. As a general objective, this study seeks to present a model of Didactic Sequence (DS), based on Dolz, Noverraz and Schneuwly (2004), for Elementary School II, in which the integration of axes allows the full development of LA. The methodology is, initially, of an exploratory nature, based on the theoretical contribution of authors who discuss the theme of teaching Portuguese, LA, the theory of genres, teacher training and the technique of DS - Franchi (1987), Geraldi (2011; 2013; 2015), Neves (2002; 2012; 2021), Antunes (2003; 2007; 2014), Mendonça (2006; 2007), Nóvoa (1992), Guedes (2006), Marcuschi (2008) and Cristóvão e Nascimento (2011). In a second moment, an applied qualitative research is carried out, centered on analytical observations of the formation of Portuguese teachers, and on the presentation of a pedagogical proposal for the integration of the axes, in the DS model, for the genre Opinion article, the which is frequently requested in Portuguese language classes to stimulate one of the macro competences of school education: argumentation. The expectation is to enable new perspectives to overcome the decontextualized grammatical teaching, showing teachers a way to make learning the mother tongue more meaningful.