O emprego das categorias de modo e tempo verbais nas produções escritas dos alunos: consequência do ensino de língua portuguesa

Abstract

To reflect on the teaching of Portuguese nowadays becomes increasingly timely, given the un-satisfactory results in national and international tests, such as the National High School Exam (ENEM), Brazil test and the Programme for International Student assessment (PISA). Thus, the present study aims to investigate in real situations in the classroom, the teaching categories of mode and tense and its consequences for the activities of the students written. As specific: a) to identify the methodological strategies used by the teacher of Portuguese as the grammatical content (verb: mode and time); b) to analyze the chapterof a portugues textbook of 7th year of elementary school, observing the way it is proposed to grammar teaching with regard to cate-gories of mode and tense; and c) to analyze the students' productions grammar teaching conse-quences for the use of the categories of time and verbally. We used as theoretical support, the proposals of Antunes (2014, 2010, 2007, 2003), Faraco (2008), Travaglia (2007, 2009, 1996, 1993, 1991), Mendonça (2006), Perini (2014,2010, 2007, 1997, 2000, 1996, 1991), Vargas (2011), Ferrarezi Junior (2014), dentre outros.of whom the substantiated on issues related to language, grammar, teaching Portuguese, linguistic analysis and verb. The research was con-ducted through field research, qualitative interpretative approach, which enabled us to focus our object of study more accurately. The research was conducted in a real situation of the classroom in a class of 7th grade of elementary school of a municipal school I the city of Altos (PI), in which we operate as a participant observer. They were used as instruments for data collection: questionnaire, observation, audio recordings, field notes, and the analysis of educational resou-rces, as the textbook and written activities of students. The results of the data obtained through the questionnaire the teacher and observation in the classroom, textbook and activities writings of the students, we infer that the use of categories of mode and tense, as has been worked in the classroom is weakened to the use of grammar teaching, predominantly normative, based on morphology, which has not favored the development of linguistic and communicative compe-tence of the student. Seeing as a gap, we suggest, through a proposal for intervention, employ-ment activities to the verb and its inflections time and mode of a perspective of the use of lin-guistic analysis.