Ensino de gramática : reflexões semânticas acerca do artigo

Abstract

This work is developed in the research line "Theories of Language and Teaching" of the Professional Master's Program in Language - PROFLETRAS of the State University of Piauí- UESPI. Its theme is the teaching of grammar, more specifically, the teaching of definite and indefinite articles in Brazilian Portuguese (hereafter, PB). The article is a grammatical aspect little explored in the teaching of Portuguese language, and when it is, it is basically restricted to the morphosyntactic perspective.In this context, the question we seek to answer is: what teaching strategies should the teacher use to broaden students' knowledge about the use of the article? The hypothesis that we defend is that the Portuguese language teacher (LP) should explore the semantic aspect of grammar and not only the morphosyntactic. Thus, the general objective of this work is to investigate the linguistic comprehension of 6th grade students about the use of the definite and indefinite article, in order to elaborate a teaching proposal on the subject.To achieve this objective, a descriptive research will be carried out, adopting as a procedure the qualitative field research in the 6th year of a state public school in Piauí, in the city of Picos, with a sample of 16 students of both sexes. The research is based mainly on the studies of the following authors: Geraldi, (1991, 2012), Franchi (1998), Bagno (1999), Duarte & Lima (2000), Travaglia (2003), Possenti (2004, 2012), Antunes (2007, 2014), Facaro (2008), Ilari (2011), Muller & Bertucci (2012), Campos (2014), Kleiman & Sepúlveda (2014), and others.Considering the data collected in the field research, our analysis shows that the student of the 6th grade does not know all the semantic possibilities of using the article, having a limited linguistic repertoire about its use. In this way, we confirm the hypothesis that in order to increase students' knowledge about the use of the article, the teacher should explore the semantic aspect of grammar and not only the morphosyntactic.In addition, with the analysis of the textbook, we find that the approach of the article is essentially morphosyntactic and, predominantly, focused on metalanguage issues. This reveals the need for the Portuguese language teacher to extrapolate the textbook proposal, resorting to linguistic studies.In this way, we elaborate a proposal of teaching of the definite and indefinite article, adopting as theoretical presuppositions semantic aspects of the notion of definitude and indefinitude and as methodological assumptions the use of linguistic analysis, emphasizing not only the morphosyntactic, but above all the semantic aspect.