O ensino de gramática e a formação docente: a inovação/conservação influenciando a prática pedagógica.

Abstract

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.