O ensino da marcação de números do substantivo comum no português brasileiro: uma proposta de intervenção para o 6° ano do ensino fundamental

Abstract

This research has as its subject the teaching of Grammar, more specifically, The teaching of the marking of number of the common noun in Brazilian Portuguese. There is great concern today about how Portuguese Language Grammar has been taught in schools. In this context, the question we seek to answer is: what is the students' understanding of the process of marking the number of the common noun in the 6th year of Elementary School? In order to answer this question, the hypothesis we defend is that the students understand the number marking in the Portuguese language, above all, as a morphosyntactic process, ignoring some semantic aspects. Thus, our general objective is to investigate the students' comprehension about the marking of the common noun number in Brazilian Portuguese in the 6th year of Primary Education in order to elaborate a teaching proposal focused on the analysis and reflection of the language. To reach this goal, we chose a descriptive research and a qualitative field research, carried out in a 6th grade class of a Teresina municipal school, with twenty-three students, in which we used as a data collection instrument a diagnostic activity To evaluate the students' linguistic performance regarding the use of common noun number marking in PB. The contents covered in the theoretical framework are: traditional Portuguese language teaching; The main conceptions of language; The main concepts of grammar; The linguistic variation; The types of standard; Linguistic theories; Changes in the teaching of mother tongue; The contributions of NCPs; Linguistics and grammar teaching; The practice of linguistic analysis; And the marking of number of common nouns, descriptions and grammatical prescriptions. Our theoretical framework includes studies by Geraldi (1984, 1997, 2004), Cagliari (1996), Possenti (1996), Ilari (1997, 2011), Faraco & Castro (1999), Marcuschi (2002), Bagno (2003, 2009), Franchi And Müller (2007), Antunes (2007), Silva (2009), as well as guidance material such as the National Curricular Parameters (1998), among others. Data analysis pointed out that students do not understand the marking of the common noun number in all its grammatical aspects. In addition, with the analysis of the textbook we found that this resource does not address the marking of noun number in a contextualized and reflective way and presents the marking of number of the common noun only in its morphological aspect. In this way, we elaborate a proposal of intervention for the 6th year about the marking of noun number that adopts as theoretical presupposition not only the grammatical prescriptions, but also the linguistic descriptions and as a methodological presupposition the linguistic analysis.