Perspectivas paradigmáticas e contribuições metodológicas no ensino de verbo nos anos iniciais do nível fundamental.

Abstract

In this dissertation, we highlight the importance of a linguistic education that contributes to a proficient use of the mother tongue. The research is located in the Applied Linguistics field because of the investigation in the context of Portuguese teaching, the theoretical configuration used in the teaching of the ‘verb category’ at two Junior High 5th grade groups. We initially intend to analyze under what paradigm perspective the teaching of the linguistic-grammatical category ‘verb’ is presented in the school practice of two Junior High teachers (initial years) of a public school from Paraíba. To do so, we determined that the corpus’s first part would be destined to methodological procedures and tools selected for the teaching of the ‘verb’ category, collected from field observations, notes, interview, and transcript commands. The data collected on this first research phase conducted us to follow a didactic mediation which resulted on the construction of a sequence of activities. From this point, a second question arose, consisting in knowing which methodological contributions can be verified starting from mediation to the planning of a sequence of activities elaborated on the perspective of reflective teaching of language/grammar. In order to answer these questions, we orient ourselves by the general objective of contributing with the reflection about the attitude of Junior High teachers in the teaching context of a specific grammatical category and, more specifically: 1) Identify paradigm influences, traditional and/or functional, neighboring the pedagogical activity of grammar teaching; 2) Mediate the construction of an organized activities sequence for the teaching of the ‘verb’ category in a reflective approach; and 3) Verify the methodological contributions mobilized via mediation, through the teachers’ sayings. Corpus’ second part consisted in the construction of an activities sequence followed by the writing of a reflective report produced by the researchers that allowed us to analyze the undertaken contributions. The data was analyzed considering two theoretical movements that circumscribe this investigation, which are: i) the language is a set of rules (standard) and its grammar will be traditional; and ii) the language as an interaction instrument and its grammar will be functional. As theoretical basis, we relied on the contributions of Neves (2002; 2003), Antunes (2003), Franchi (2006), Travaglia (2009), Castilho (2010), Bagno (2011), Ferrarezi Junior (2014), Azeredo (2015), Vieira (2018), among others, in order to situate perspectives of grammar teaching and normative issues of the ‘verb’ category; besides Bakhtin (1997) and Marcuschi (2011), to conceive genre as the realization field of language and materialization space of structure. Considering the mentioned theoretical principles, we analyzed the data under two analysis categories, which are: i) the conceptions of grammar teaching in the “didactization”, and ii) the (re)configuration of planned worked for the linguistic knowledge teaching. The results show a tendency of conciliation between the two investigated theoretical axis, including the one adopted by the participants. This means that there was a dialogue between the traditional grammar approach, characterized by the emphasis on standardizing language aspects, as well as functioning alongside the conciliation of the text as a tool for the Portuguese language teaching. The discourses, classes’ commands, interview, and testimonies, corroborate the observations and allow us to conclude that the maintenance o structured teaching coexists with new theoretical perspectives. Data collected after mediation highlight a positive advancement in the efforts made to promote situations of grammar teaching that have the language social use towards the standard language as a starting point. The results also allow us to reflect about the importance of pedagogical orientation in the planning of activities to project Portuguese language teaching.