DOMINGOS, F. L. S.; http://lattes.cnpq.br/7547081865794797; DOMINGOS, Francidalva Leonardo da Silva.
Résumé:
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.