Gramática e ensino: uma análise do estudo e do uso dos verbos no 2º ano do ensino médio.

Abstract

In Portuguese classes, specifically when it comes to the approach of grammar, the student learns about how the language system works, practicing also to speak, read and write adequately for different social situations. Following this path, this paper aims to analyze the approach of verbs in classes of the 2 nd year of high school compared to the structuralist theoretical approach and to the real practices in the range of classroom. For such, we discourse about the morphology of verbs; we observe classes about verbs on the 2 nd year of high school; and we describe the approach and the use of verbs in the observed classes. As a theoretical basis, we use the structuralist perspective of Camara Júnior (2011), articulating it with the practice of teaching verbs on a school context, with the orientations of official documents, and as well as our experience as student and teacher in formation.The research is classified as ethnographic, once it has direct relationship to the social subjects in their activities. A corpus of 33 students and the teacher who was teaching the classes participated on the research. A total of 7 lesson hours was observed, and from them 3 were chosen for analysis. From the analysis of the verb study, we observe that the teaching approach followed the criteria established by Camara Júnior of form, function and meaning, with formal and semantic criteria prevailing; that the use, in turn, presented the variation between the formal and informal levels regarding phonology, however, the adequate flexion of verbs matching the subject predominated.