MEDEIROS, R.M.S.; http://lattes.cnpq.br/5079151409623156; MEDEIROS, Rosa Maria da Silva.
Resumo:
The fact that grammar teaching is one of the main challenges to be faced by
teachers who mind to give a functional meaning to the grammar study in schools
roused us an interest to develop a research on this teaching as knowledge. As a
knowledge that has being studied, taught and critisized for a long time. A
knowledge that has a historie trajectory which acquaintance can serve to the
comprehension of its present development and of the persisence of certain
antiquated and useless teaching practices which, spite of the critics, endure until
nowadays. A knowledge that crosses over time keeping itself almost unaltered in
teaching practice of teachers from completely different generations. Such interest
is a consequence of a disquiet acquired along reading of academic works
(TRAVAGLIA, 1996; POSSENTI, 1998; ANTUNES, 2003) which, to discuss the
way how the content is approached in classroons, now focus their analytic look to
the grammar manual, now direct their look to the methodological procedures
adopted/ or to be adopted by the teacher during the class. However we haven't
found any registration of a focus which search for understanding the construction
of this knowledge along time and what influence that trajectory can have in the
way how this knowledge is treated in schools. To materialize this aim we
accomplish a case study with a teacher of Portuguese who teaches for 18 years in
a public school in Campina Grande city, whose profile designs a professional who
is continually forming herself. Among the up-to-dating courses we highlight the
continuous formation course of Parâmetros em Ação (PA), for she had been the
only one who concluded it. As theoretical base, we made a historie retrospective
on the teaching of Portugese in Brazil from XVI to XXI centuries and we
apporache the actual methodologic-theoretic studies on grammar teaching
(MOURA NEVES, 2002); (PCN, 1998) etc. Besides such theoretical framework,
we approached reflexive studies (TARDIF, 2000), (SIGNORINI, 2007) etc. relating
the teaching knowledge mobilized pedagogic practice and which contribute to
understand it and interpret it. Adding to such studies, we went back over to the
notion of Memory, in Oral History prespective (ALBERT, 2004), (POLLAK, 1992),
(MENEZES, 1983); and to Discourse Analysis (ORLANDI, 2005) with the intention
to (re)built the possible matrix os perceptions, appreciations and actions (re)built
by the teacher along her formation. We ascertain that the knowledge related to
methodologic-theoretic procedures of the grammatical teaching which influence
the teacher's practice is a knowledge constituted both by conservation amd
inovation of such teaching. And these knowledge _ together, overllaping
_influence her pedagogical practice, so that it configurate her know-how-to-do/
how-to-teach grammar as the interlacement of Conservation X Inovation,
consequence of that teacher's continuous and initial formation trajectory.