Metodologias ativas: possíveis práxis do ensino da língua portuguesa na educação básica.

Abstract

This research aims to understand the place of Active Methodologies in the teaching/learning of Portuguese Language in Basic Education in order to build a pedagogical booklet with proposals for Portuguese Language classes activities, focusing on the development of reading for the 9th grade of Elementary School II based on Active Methodologies. Thus, this research has an applied nature, in addition to being bibliographic, with a qualitative approach, since we carry out a survey of the state of the art in relation to the theme, to identify in the literature which understandings about Active Methodologies, as well as to analyze and understand the its place in Portuguese Language classes in Basic Education, looking more closely at Elementary II. For the development of the research, we appropriated Novikoff's proposal (2010), anchored in the dimensional approach, moving through five dimensions: epistemological, theoretical, technical, morphological and analytical-conclusive, described during the dissertation. To underpin the work on Active Methodologies we drew on Moran (2015), Bacich & Moran (2018), Bergmann & Sams (2018). Regarding praxis we followed the notes of Freire (2009), Vasques (2011) and Marx (2013). Regarding the teaching of Portuguese Language and the development of reading skills we based ourselves on Faraco (1984), Solé (1998), Antunes (2003), Kleiman (2004), Koch and Elias (2007) and Geraldi (2012). In the development of the research, we reflected on the situation of teaching nowadays and on the interest of students in and for learning. From the analyses made during the research we realized that a change in teaching is necessary, promoting the preparation of students who are more confident and engaged in their learning process. We have also recognized the value of using Active Methodologies as possible praxis for teaching Portuguese Language with the objective of diversifying classes and enhancing reading competence by providing dynamism and enthusiasm to learn. Therefore, these results motivate and give relevance to this discussion.