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Abstract(s)
A presente dissertação, que se circunscreve no âmbito do ensino da Língua Portuguesa, visa problematizar e refletir sobre a interação texto-gramática nas aulas de Português em contexto multilingue. Além do estudo de aspetos teóricos, apresentamos um trabalho de campo, desenvolvido junto dos docentes de duas escolas secundárias públicas da província angolana de Cabinda para identificar, no essencial, as causas que justificam a separabilidade entre texto e gramática sobretudo nas aulas do funcionamento da língua.
A ideia de que o ensino gramatical deve acompanhar simultaneamente o estudo de textos é favoravelmente acolhida pelos diversos teóricos da linguística e da didática. Nesta perspetiva, defendemos, aqui, o texto como instrumento ideal nas aulas de Português para o ensino da gramática a fim de que os alunos consigam contactar, de forma mais significativa, com estruturas linguísticas consagradas da língua que aprendem, desenvolvendo múltiplas competências.
Neste sentido, pretendendo apresentar soluções ao problema da falta de interação entre o texto e a gramática, formulámos três respostas hipotéticas que foram, grosso modo, confirmadas com base nas duas técnicas de recolha de dados utilizadas, designadamente a observação e o questionário. Assim, a análise dos resultados mostra que a fuga à interação texto-gramática se justifica pela falta de formação académica especializada dos docentes de Língua Portuguesa, que evidenciam dificuldades na operacionalização de conteúdos programáticos, dado que a larga maioria dos professores inquiridos é formada em Psicologia e Pedagogia; pela consideração da frase como unidade máxima da análise linguística, uma vez que a gramática é, ainda hoje, ensinada na perspetiva tradicional, relegando o texto ao segundo plano; estas duas causas dão origem a uma terceira, que se justifica, obviamente, pelo menosprezo de preceitos da Didática Aplicada ao ensino das línguas.
This work, which is limited in the teaching of Portuguese, aims to discuss and reflect on the interaction text-grammar in Portuguese classes in multilingual environment. In addition to the study of theoretical aspects, we present field work was developed with teachers in two public high schools in the Angolan province of Cabinda to identify, in essence, the reasons that justify the separability between text and grammar especially in the functioning of language classes. The idea that grammar teaching should simultaneously accompany the textbooks is welcomed by many theorists of linguistics and didactics. In this perspective, advocate, on here, text as ideal instrument in the Portuguese lessons for grammar school to students able to contact, more significantly, with dedicated linguistic structures of language learning, developing multiple skills. In this sense, we are intending to present solutions to the problem of lack of interaction between the text and grammar, formulated three hypothetical answers that were roughly confirmed based on the two data collection techniques, including observation and questionnaire. Thus, the analysis of the results shows that the leakage interaction text-grammar is justified by the lack of academic specialized training of teachers of Portuguese Language, which showed difficulties in the operation of the syllabus, since the large majority of teachers surveyed graduated in Psychology and Education; the consideration of the sentence as maximum unit of linguistic analysis, since the grammar is even now taught in the traditional perspective, relegating the text to the background; these two factors give rise to a third, which is justified, of course, by depreciating the didactic principles applied to language teaching.
This work, which is limited in the teaching of Portuguese, aims to discuss and reflect on the interaction text-grammar in Portuguese classes in multilingual environment. In addition to the study of theoretical aspects, we present field work was developed with teachers in two public high schools in the Angolan province of Cabinda to identify, in essence, the reasons that justify the separability between text and grammar especially in the functioning of language classes. The idea that grammar teaching should simultaneously accompany the textbooks is welcomed by many theorists of linguistics and didactics. In this perspective, advocate, on here, text as ideal instrument in the Portuguese lessons for grammar school to students able to contact, more significantly, with dedicated linguistic structures of language learning, developing multiple skills. In this sense, we are intending to present solutions to the problem of lack of interaction between the text and grammar, formulated three hypothetical answers that were roughly confirmed based on the two data collection techniques, including observation and questionnaire. Thus, the analysis of the results shows that the leakage interaction text-grammar is justified by the lack of academic specialized training of teachers of Portuguese Language, which showed difficulties in the operation of the syllabus, since the large majority of teachers surveyed graduated in Psychology and Education; the consideration of the sentence as maximum unit of linguistic analysis, since the grammar is even now taught in the traditional perspective, relegating the text to the background; these two factors give rise to a third, which is justified, of course, by depreciating the didactic principles applied to language teaching.
Description
Keywords
Interação Texto-Gramática Nas Aulas de Português Em Contexto Multilingue