Gramática do afeto: usos de canções para estudos gramaticais no ensino fundamental II.

Abstract

Grammar teaching continues to be a daily challenge for teachers. With this, there are many uncertainties for these professors about the effectiveness of this discipline in the linguistic development of their apprentices. There was also serious learning problems in this area of the teaching of Portuguese language, since, in addition to its complexity of abstraction, of mutual disinterest – teachers and students – there is a certain gap between grammar and the development of Students communicative competences. To base our research on grammatical conceptions and their implications for teaching, we take against, among other authors, the considerations of Travaglia (2011), Neves (2008), Oliveira (2010), Possenti (1996), Antunes (2014), Bagno (2010), Franchi (2006), PCN (1998), Castilho(2014), Camara (2004) and Perini (2010). Regarding the teaching of grammar and the justifications of the use of the song in this process we have been supporting in Simões, Karol and Solomão (2007), Cagliari (2009), Marchuschi (2014), Loureiro (2003), Ferreira (2011), The PCN (1998), among other authors. Finally, to assist us in the proposals, the contributions of Schneuwly and Dolz (2004), Simões, Karol and Solomão (2007), Ferreira (2011), Costa (2010), The PCN (1998) etc. In view of these findings, it was sought, in this research, to discuss the three types of grammars common in school education – normative, descriptive and internalized – by making comments pros and against, in order to arrive at a middle ground of which grammar is the most suitable to be used in elementary school. With this, it was found that the three and others that we do not mention in the dissertation can be viable to teaching. It is up to the teacher to have the discernment to use them. Afterwards, we dealt with the teaching of grammar in a more creative and meaningful perspective for students with the song genre. Because it is a genre that most young people enjoy and live with on a daily basis, we bet that it can also be of great value to base our grammar classes. As a result, we propose authoral songs and parodies for grammar teaching in the ninth grade, and can be adapted to other series. The subjects covered in the songs were: the coordinated and subordinate sentences, the crasis, the process of word formation and the use of whys, because they were part of the curriculum of the 9th year and also for the degree of difficulties presented by the students. With these proposals, we aim to make grammar teaching more pleasurable and more meaningful for the studants, as well as to assist elementary school teachers in our country. As an auxiliary resource for the teacher, finally, we present a pedagogical booklet with proposals for activities that aim to broaden the methodological approaches proposed for grammar teaching, as well as the authorial cd with the songs we use throughout this work, which we consider indispensable for a profitable work with the Portuguese language, especially with regard to the teaching of grammar.