Espelho, espelho meu: concepções de linguagem e ensino de gramática/análise linguística no ensino médio
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2018
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This paper analyzes the language conceptions that guide the high school teachers’ practice, especially in what is associated with grammar teaching/linguistic analysis. Therefore, we have as theoretical-analytical mechanism the contributions of Geraldi (1996; 1997; 2003), Travaglia (2002), Franchi (2006), Bezerra and Reinaldo (2013), Faraco and Castro (1999) in respect to conceptions of language, grammar teaching and the practice of linguistic analysis, connected with the Bakhtinian clarifications (BAKHTIN, 1992; 2012). In this way, a qualitative and interpretative research was conducted. The data were generated from a questionnaire (profile), narratives and execution of semi-structured interviews with four teachers from a public high school of a town in the interior of Goiás. After analysis is noticed that teachers still have rooted conceptions of language as thought expression and communication tool, which reflects in a teaching practice of monological character, based on the learning of normative grammar rules and preponderantly listed in metalinguistic activities.
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Concepções de linguagem, Gramática, Análise linguística, Professores de língua portuguesa, Language conceptions, Grammar, Linguistic analysis, Portuguese teachers
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ARAÚJO, Maria Dolores Martins de; SOUSA FILHO, Sinval Martins de; LIMA, Lucielena Mendonça. Espelho, espelho meu: concepções de linguagem e ensino de gramática/análise linguística no ensino médio. Percursos Linguísticos, Vitória, v. 8, n. 18, p. 272-291, 2018.
Disponível em: https://periodicos.ufes.br/percursos/article/view/19217. Acesso em: 2 mar. 2023.