Por uma reanálise do lugar da gramática normativa e teórica em uma abordagem linguística centrada no eixo uso-reflexão-uso
This paper aims to propose a reflection on the role of normative and theoretical grammar teaching in school education. Although we agree with the relevance of a proposal for teaching based on texts, in the use-reflection-use axis, focused on the development of the communicative competence based on l...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Revista Sede de Ler (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/49693 |
| Acceso en línea: | https://periodicos.uff.br/sededeler/article/view/49693 |
| Access Level: | acceso abierto |
| Palabra clave: | Gramática normativa e teórica. Metodologia. Ensino. Normative and theoretical grammar. Methodology. Teaching. |
| Sumario: | This paper aims to propose a reflection on the role of normative and theoretical grammar teaching in school education. Although we agree with the relevance of a proposal for teaching based on texts, in the use-reflection-use axis, focused on the development of the communicative competence based on literacy practices, we understand that a systematic and non-fragmented treatment of normative and theoretical grammar in the classroom is also necessary. Progressively, we have observed that part of the grammatical contents, based on a secular tradition and also required in life situations for employment, have been both obliterated in syllabuses, as we demonstrate from the analysis of the high school minimum syllabus of the Portuguese Language elaborated by the Rio de Janeiro’s State Secretariat of Education, as well as in textbooks. At the same time, it is considered that many of the contents are treated superficially, without proper exploitation of the linguistic categories or without consolidating the concepts through repetitive activities that are necessary for the retention of the contents in the long-term memory. As a means of solution, we propose an organized syllabus based on didactic sequences, in which innovation – with regard to grammatical study in the use-reflection-use axis – and tradition – with respect to the systematic and non-fragmented domain of a normative and theoretical grammar – go hand in hand. |
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