O trabalho docente com a gramática tradicional no Ensino Fundamental II
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Data
2020-03-02
Autores
Kuroda, Matheus Seiji Bazaglia
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem o objetivo de investigar a prática do ensino da gramática no Ensino Fundamental II por professores de português que atuam em uma escola da Rede Pública estadual na cidade de Bauru, Estado de São Paulo, buscando um redimensionamento do papel do ensino da gramática e uma ressignificação da aplicabilidade dos conteúdos gramaticais. As investigações partiram da hipótese inicial de que o trabalho gramatical, mesmo com novas teorias que tiram o foco de tal abordagem linguística, ainda ocupa a maior parte da atividade docente em sala de aula. Trata-se de uma pesquisa qualitativa, cuja coleta dos dados foi feita por meio de um questionário aplicado a professores de Língua Portuguesa de uma Unidade Escolar da Rede Pública do Estado de São Paulo e por meio da observação das aulas de dois desses professores. O trabalho pode contribuir para um melhor entendimento a respeito do papel do ensino da gramática como especificidade das aulas de língua portuguesa, buscando esclarecer quanto do trabalho docente é dedicado a esses conteúdos, bem como as concepções e abordagens que sustentam essas atividades. Partiu-se da premissa de que o problema não é o ensino sistematizado e metalinguístico da gramática, mas sim a abordagem teórico-metodológica utilizada, que, na maioria das vezes, é opressora e não contribui para uma perspectiva dialógica e interacionista do trabalho com língua em sala de aula. A partir dessas reflexões, foi proposta uma discussão a respeito dos diferentes estudos que tratam da gramática no ensino de língua portuguesa. Os resultados mostraram que a gramática ocupou, no contexto pesquisado, um papel secundário, considerando que os professores observados dedicaram pouco tempo das suas aulas para a sistematização desses conhecimentos linguísticos, focando mais na produção textual e na leitura. Além disso, o papel da gramática nas aulas de Língua Portuguesa parece não estar claro aos docentes, pois, no questionário, tiveram dificuldades em definir o propósito das atividades gramaticais e, nas aulas observadas, os conteúdos aparecem desarticulados com as propostas de leitura e produção de textos. Como encaminhamento, foi apresentado, ao final deste trabalho, uma sequência de planos de aulas cujo enfoque é a gramática, com o intuito de sugerir atividades em que o ensino gramatical esteja articulado com uma proposta que entende a língua como prática social.
This work aims to investigate the practice of teaching grammar in Elementary School II by Portuguese teachers who work in a state public school in the city of Bauru, State of São Paulo, seeking to redimension the role of teaching grammar and a reframing of the applicability of grammatical content. The investigations started from the initial hypothesis that grammatical work, even with new theories that take the focus away from such a linguistic approach, still occupies most of the teaching activity in the classroom. It is a qualitative research, whose data collection was carried out through a questionnaire applied to Portuguese Language teachers at a Public School in the State of São Paulo and through the observation of the classes of two of these teachers. The work can contribute to a better understanding of the role of grammar teaching as a specific feature of Portuguese language classes, seeking to clarify how much of the teaching work is dedicated to these contents as well as the concepts and approaches that support these activities. It was based on the premise that the problem is not the systematic and metalinguistic teaching of grammar, but the theoretical-methodological approach used, which, in most cases, is oppressive and does not contribute to a dialogical and interactionist perspective of working with language. in the classroom. Based on these reflections, a discussion was proposed regarding the different studies dealing with grammar in Portuguese language teaching. The results showed that grammar played a secondary role in the researched context, considering that the observed teachers devoted little time from their classes to the systematization of this linguistic knowledge, focusing more on textual production and reading. In addition, the role of grammar in Portuguese language classes seems to be unclear to teachers, because, in the questionnaire, they had difficulties in defining the purpose of grammatical activities and, in the observed classes, the contents appear disjointed with the proposals for reading and production of texts. As a guide, a sequence of lesson plans was presented at the end of this work, with a focus on grammar, in order to suggest activities in which grammar teaching is articulated with a proposal that understands language as a social practice.
This work aims to investigate the practice of teaching grammar in Elementary School II by Portuguese teachers who work in a state public school in the city of Bauru, State of São Paulo, seeking to redimension the role of teaching grammar and a reframing of the applicability of grammatical content. The investigations started from the initial hypothesis that grammatical work, even with new theories that take the focus away from such a linguistic approach, still occupies most of the teaching activity in the classroom. It is a qualitative research, whose data collection was carried out through a questionnaire applied to Portuguese Language teachers at a Public School in the State of São Paulo and through the observation of the classes of two of these teachers. The work can contribute to a better understanding of the role of grammar teaching as a specific feature of Portuguese language classes, seeking to clarify how much of the teaching work is dedicated to these contents as well as the concepts and approaches that support these activities. It was based on the premise that the problem is not the systematic and metalinguistic teaching of grammar, but the theoretical-methodological approach used, which, in most cases, is oppressive and does not contribute to a dialogical and interactionist perspective of working with language. in the classroom. Based on these reflections, a discussion was proposed regarding the different studies dealing with grammar in Portuguese language teaching. The results showed that grammar played a secondary role in the researched context, considering that the observed teachers devoted little time from their classes to the systematization of this linguistic knowledge, focusing more on textual production and reading. In addition, the role of grammar in Portuguese language classes seems to be unclear to teachers, because, in the questionnaire, they had difficulties in defining the purpose of grammatical activities and, in the observed classes, the contents appear disjointed with the proposals for reading and production of texts. As a guide, a sequence of lesson plans was presented at the end of this work, with a focus on grammar, in order to suggest activities in which grammar teaching is articulated with a proposal that understands language as a social practice.
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Palavras-chave
Gramática, Ensino do Português, Ensino Fundamental II