O ensino da flexão de número dos substantivos em gramáticas escolares: contribuições da história da língua para o ensino de português.

Abstract

This work aims to propose methodological possibilities for describing the plural of nouns in Portuguese language teaching. Thus, based on the concepts arising from Latin origin, propose a comparative study based on the analysis of grammars students by Bechara (2020), Terra (2017) and Pereira et al. (2017). Based on historical contributions by Bassetto (2010), supported by Azeredo (2010) and other authors, the theoretical path of this research initially starts with the definitions of number inflection and phonetic nasalization process. After that, we then have a discussion about the teaching number inflection of plural terms from Latin (-ane, -onu and -one). In Through this exposition, a teaching proposal was made in view of these endings. Like this, in addition to relying on the morphological basis originating from Latin for what, in modern Portuguese, are -ãos, -ões and -ães, the proposal is also based on linguistic analysis practices. Put Finally, we conclude about how the historical-comparative teaching of the Portuguese language with Latin origin can contribute positively to the study of number inflection of nouns, as well as the teacher can, from the study of the origin of any language, outline teaching practices that help with students’ grammatical difficulties.