A gramática nas escolas hoje: como agem e como pensam os professores

Abstract

For   more   than   twenty   years,   the   official   documentsrecommend   a contextualized  grammar  teaching  (BRAZIL,  1998,  BRAZIL,  2000,  BRAZIL, 20192018).  Around  the  same  period  the  infinity of  works  that  discuss  the  topic of  Portuguese  language  and  grammar  teaching  were  written  (POSSENTI, 1996; TRAVAGLIA, 1996; NEVES, 1990; 2003; VIEIRA, S.R; BRANDÃO, S.F., 2007).  Recently,  the  Plan  National  Curricular  added  to itsname “linguistic analysis”, as, from this point forward, it was called to teach grammar in the National  Curricular  Parameters,  to  highlight  the  necessity  of  having  the text as a starting point, the name “semiotics”, to cover the analysis of multimodal  texts.  Our  goal  on  this  work  is  to  show  that,  despite  the advance   of   the   researches   and   the   recommendations   in   the   official documents, the actual practice of teaching grammar in school still doesn’t achieve   the   desired   integration   of   text   and   grammar.   To   do   so,   we analyzed qualitatively and quantitatively, having as base Neves (2003), the answers  to  a  survey  with  essay  questions  and  multiplechoice  questions applied to 171 individuals, 88 teachers of Portuguese language that are still in  formation  and  83  that  are  already in  full  activity.  The  results show  that, although  they theoretically recognize  the  value  of  a  grammar  attached to the  text,  the  teachers  that  are  still  in  formation  and  the  teachers  that  are already in full activity face difficulties in applying linguistic knowledge and official recommendations on the actual practice of teaching grammar. This result suggests that the training courses for language teachers need to face this issue, either by adding disciplines that account for productive teaching, so    besides    the    theoretical    disciplines,    either    by    inserting    units    of application of theoretical content.