Encaixotando a língua portuguesa: fragmentação da prática docente em disciplinas de gramática, literatura e redação

Abstract

This research was motivated by the perception of the segmentation of the Portuguese language teaching in disciplines, that happens as a general approach to most high school classes and was also observed in a military school in Inhumas (Goiás). The methodology / approach is based on a qualitative survey conducted by the following data collection: Portuguese classes schedule and one of the internship partial reports performed at school by students of UEG’s 4th year of the Languages undergraduate course (Campus Inhumas). As a result, we see the gap between the fragmented practice of Portuguese language teaching and epistemological recommendations. As conclusions, we realized that the school system curtails the stimulus perceptions of multiple meaning effects propitiated by textual materiality, because this level of linguistic analysis has been restricted to mere phraseological finding nomenclature terms of sentences and phrases. In the classes observed, it is noticeable the disinterest and alienation of students in the Portuguese language classes, because the review is discouraged in favor of mnemonic orientated grammatical data without critical-reflexive autonomy. Language variants must be addressed through multiple genres and the fragmented classes of Portuguese that value the normative grammar and obliterate literacy and civic education for the diversity of linguistic expression in multiple semiotic systems should be avoided.