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Previous issue date: 2017-07-31 / O presente trabalho tem por objetivo investigar e intervir nas abordagens de ensino de
gram?tica presentes no livro did?tico Portugu?s Linguagem, 9? Ano, Ensino Fundamental II.
Sabe-se que o ensino de gram?tica, na escola, tem sido objeto de interesse de muitos
estudiosos da linguagem e de docentes. Este trabalho, motivado pela observa??o de
dificuldades encontradas na pr?tica docente de l?ngua portuguesa, tece algumas reflex?es e
busca indicar caminhos com base em uma interven??o pedag?gica, no tocante ao ensino de
gram?tica desenvolvido a partir do livro did?tico. A pesquisa-a??o foi realizada em turma do
9? ano do Ensino Fundamental II, de uma escola p?blica, na cidade de Ipueira - RN. Esse
estudo observa ainda as contribui??es e implica??es do livro did?tico Portugu?s Linguagem
para o ensino gramatical e, a partir de dados colhidos, confronta tais colabora??es com as
orienta??es presentes nos Par?metros Curriculares Nacionais e em contribui??es de te?ricos
como Antunes (2003), Neves (2003) Possenti (1996), Trav?glia (2009), Bagno (2001) dentre
outros. Essencialmente, destacamos os conceitos, a import?ncia e a aplica??o da gram?tica,
nas aulas de l?ngua portuguesa. O trabalho se prop?e, pois, a investigar e intervir no ensino de
gram?tica, tomando como corpus as ora??es subordinadas adverbais, explicitando a proposta
constante do livro did?tico abordado, objetivando ampli?-la. Discute ainda a relev?ncia de um
trabalho reflexivo com a gram?tica na sala de aula. Analisa, para tanto, que perspectivas e que
pr?ticas foram incorporadas pelo livro did?tico trabalhado, no que concerne ao ensino da
gram?tica da l?ngua materna e, em consequ?ncia, tenta apontar que caminhos seguir para um
ensino que priorize uma vis?o din?mica da l?ngua, trabalhando as categorias gramaticais como
elementos que d?o suporte ? significa??o dos enunciados em situa??es concretas de uso.
Apoia-se, para tanto, em uma sequ?ncia did?tica aplicada com os alunos participantes da
pesquisa. O trabalho mostra os limites do livro did?tico, entendendo que, mesmo que este
tenha m?ritos, a interfer?ncia do professor se faz indispens?vel na complementa??o das
propostas daquele, pois cabe ao docente abordar os conte?dos gramaticais adaptando-os ?
realidade dos alunos, de modo a fazer sentido para eles, contribuindo, desse modo, para o
preenchimento das lacunas existentes no livro did?tico. / The present work aims to investigate and intervene in the approaches of grammar teaching
present in the Portuguese language textbook, 9th Year, Elementary School II. It is known that
the teaching of grammar, in school, has been the object of interest of many language students
and teachers. This work, motivated by the observation of difficulties found in the teaching
practice of Portuguese language, weaves some reflections and seeks to indicate paths based on
a pedagogical intervention, in relation to the teaching of grammar developed from the
textbook. The action research was carried out in a class of the 9th year of Elementary School
II, of a public school, in the city of Ipueira - RN. This study also looks at the contributions
and implications of the Portuguese language textbook for grammar teaching and, based on
collected data, confronts such collaborations with the orientations present in the National
Curricular Parameters and in the contributions of theorists such as Antunes (2003), Neves
(2003) ) Possenti (1996), Trav?glia (2009), Bagno (2001) among others. Essentially, we
highlight the concepts, importance and application of grammar in Portuguese language
classes. The work proposes, therefore, to investigate and intervene in the teaching of
grammar, taking as corpus the clauses subordinated adverbais, explaining the proposal in the
textbook approached, with the purpose of amplifying it. It also discusses the relevance of
reflective work with grammar in the classroom. It analyzes, therefore, what perspectives and
practices have been incorporated by the textbook worked, in what concerns the teaching of the
grammar of the mother tongue and, consequently, tries to point out which paths to follow a
teaching that prioritize a dynamic view of the language, working the grammatical categories
as elements that support the signification of statements in concrete situations of use. It is
supported by a didactic sequence applied with the students participating in the research. The
work shows the limits of the textbook, understanding that, even if it has merits, the teacher's
interference becomes indispensable in complementing the teacher's proposals, because it is up
to the teacher to approach the grammatical contents by adapting them to the students reality,
in order to make sense for them, thus contributing to filling the gaps in the textbook.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24919 |
| Date | 31 July 2017 |
| Creators | Ara?jo, Gerl?cio Medeiros de |
| Contributors | 31177867400, Sousa, Gilton Sampaio de, 72084499453, Azevedo, Josilete Alves Moreira de, 10647325420, Medeiros, Mario Louren?o de |
| Publisher | PROGRAMA DE MESTRADO PROFISSIONAL EM LETRAS ? PROFLETRAS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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