Fundamentos teórico-metodológicos do ensino de análise linguística: uma reflexão sobre as apropriações docentes

Abstract

With a school background whereupon problems consist, most of the time, in the development of teaching and learning process, it is especially required the adjustment, by the teachers, of the methodology which is most effective. With regard to Portuguese language teaching, the challenge of adjustment is the same, since teachers must offer students an education that conforms to their reality and realize reflexive linguistic activities. Considering this, this term paper aims to realize a research about linguistic analysis theoretical and methodological principles, and investigate teachers’ appropriations of this practice. Therefore, this study took place in five steps, which were: 1. Study of official documents developed by the Estate to guide Portuguese language teaching; 2. Bibliographical study about language conception involved in linguist analysis (BAKHTIN, 1997[1979]; 2006[1973]; 2013[1997]), and about linguistic analysis theoretical and methodological principles (GERALDI (1997[1991]; 2001[1984]); TRAVAGLIA (2002); FRANCHI (1987, 2006); MENDONÇA (2006); KEMIAC E ARAÚJO (2010); BEZERRA E REINALDO (2013); e ANTUNES (2007; 2014)); 3. Development of a questionnaire to by applied; 4. Data collection, which was realized through the questionnaire application in a group of 12 Portuguese elementary teachers, from Paraná public schools; and 5. Analysis of the data from the systematization of the results. The analysis allowed to observe that there is still a good amount of teaches who are unaware of linguistic analysis principles. While some teachers are aware of the existence and the postulates of this practice, they lack the specific and deep knowledge – which would allow them to actualize the practice in the student’s context. Considering this, the transposition of linguistic analysis theoretical and methodological principles (which are need in class) is unable to happen in the current teaching practice.