Caracterização e adaptação: o uso de sequências didáticas para ensino focado na prática de análise linguística.

Abstract

This study aims to focus on the notion of Didactic Sequence as an instrument of teaching activities. This notion is based on the framework of the Socio-discursive Interactionism (SDI), by Dolz, Noverraz e Schneuwly (2004, p. 97), and it concerns to “a set of organized school activities systematically organized, around an oral or written textual genre”. This concept brought to light a (new) didactic practice of language teaching that takes the teaching of genres as its starting point. Nevertheless, the model proposed by the group from Geneva seems to undergo adjustments when used for teaching a textual genre toward linguistics analysis. Thus, the object of this research is the DS concept that underlies proposals for teaching writing and/or reading through Linguistics Analysis. Therefore, the general objective of this study is to analyze the didactic sequences in which the teaching perspective is the Linguistic Analysis, namely the language teaching towards the reflection on usage. The specific objectives are: (1) to find out what adjustments are made in the DS proposed by the Group of Geneva when it concerns Linguistic Analysis as a teaching/learning perspective of a language aspect; (2) to point out the conception of DS that underlies mother-tongue teaching proposals toward linguistic analysis. Data were built by means of six DSs and eight questionnaires answered by the ones who made the DSs. Due to the nature of the corpus, this study can be defined as a multiple case study (BOGDAN; BIKLEN, 1994) in which documents were analyzed (GODOY, 1995) through the qualitative paradigm (STRAUSS; CORBIN, 2008). Three theoretical axes have guided this study: one was made up of the SDI studies, focusing on the Didactic of Languages (BRONCKART, 2008; DOLZ, NOVERRAZ; SCHNEUWLY, 2004; KITTS, 2009; LINO DE ARAÚJO, 2013; CUNHA, 2012); the other one was constituted by the studies of the Linguistic Analysis (GERALDI, 1984, 1997; MENDONÇA, 2006; GULART, 2010; BEZERRA E REINALDO, 2013), and the third one through the conception of planning (TARDIFF; LESSARD, 2009). Data analysis showed that the characterization and the consequent change of DS concept from the Group of Geneva on behalf of language teaching focused on LA concerns the inclusion of linguistics knowledge systematization in a DS, phase not included in the model derived from Geneva. This characteristic assembles what we call here the "Brazillian DS", considering the influence of language teaching tradition in Brazil, based on the description and prescription offered by traditional grammar. This characterization leads the teacher to teach genre aiming not only the aspects of textuality but also suprageneric linguistic content.