Ensino do modo verbal subjuntivo e aprendizagem linguística ativa: um estudo com o 6º ano do ensino fundamental

Abstract

The present dissertation focuses on the teaching of the subjunctive verbal mood. The literature review indicates that the subjunctive mood has been declining in use in some varieties of Brazilian Portuguese; however, its use remains necessary in certain more formal or monitored textual genres, underscoring the importance of teaching its use. As a teaching methodology, Active Language Learning (ALL), as proposed by Pilati (2017; 2024), was selected and applied within an action research project involving 6th-grade students at a municipal school in Barra de São João, a district of Casimiro de Abreu (RJ). Among the activities carried out, notable examples include the research and analysis of the use of the subjunctive mood in chat applications, as well as the “Subjunctive Clothesline,” which emphasized the use of the verbal mood in diverse contexts through manipulable materials. The results of the classroom activities demonstrated that increased exposure to the subjunctive forms, along with reflective activities regarding their usage, enhanced students’ ability to apply the mood by standard norms. Furthermore, it was observed that the implementation of the Active Language Learning methodology fostered greater student engagement and interest in lessons, as well as encouraged teamwork and deeper reflection on linguistic content.