Ensino da gramática normativa: do caminho conflituoso entre Linguistas e conservadores ao perfil académico nos cursos de língua portuguesa
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2014
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No que concerne ao conflito entre linguistas e conservadores à luz dos teóricos Bechara (1985), Bagno (2004), Martinet (1978), Rangel (2002), Rocha (2002) dentre outros, a Língua Portuguesa tem sido utilizada de forma indiscriminada pelo uso indevido através de seus falantes. As discussões sobre o ensino da Gramática Normativa e a enfática lamúria de profissionais, que lecionam em cursos superiores, foram o incentivo para a realização desta pesquisa. É intenção que todos os resultados obtidos possam servir como instrumento pedagógico aos estudiosos que, de forma meticulosa, buscam novos modelos que sejam úteis a preencher lacunas visíveis, quanto ao processo de ensino da língua materna no ensino fundamental e médio. Essa ausência de conhecimento básico da gramática normativa tem-se intensificado há algumas décadas, e, esse sintoma diagnosticado nos cursos superiores, em especial, na área de Linguagens e Códigos, torna-se notório, quando jovens necessitam da modalidade, principalmente escrita, para elaborarem trabalhos acadêmicos. Para identificar o nível intelectual quanto ao conhecimento dessa gramática, foram submetidos à pesquisa, de base quantitativa, acadêmicos pertencentes a Cursos Superiores de Língua Portuguesa/Letras. O conteúdo utilizado na elaboração do material aplicado seguiu os padrões dos Parâmetros Curriculares Nacionais em nível de ensino fundamental. A partir dos resultados obtidos neste trabalho, é nosso ensejo que novas perspectivas e abordagens possam contribuir para as reflexões acerca do caminho conflituoso percorrido entre os dois modelos teóricos: conceptivo tradicional e conceptivo discursivo-interacionista
Regarding the conflict between linguists and conservatives in the light of theoretical Bechara (1985), Bagno (2004), Martinet (1978), Rangel (2002), Rocha (2002) and others, the Portuguese Language has been used indiscriminately by misuse through its speakers. Discussions on the teaching of Grammar Rules and the emphatic wail of professionals who teach in upper courses, were encouraging for the realization of this survey. It is the intention that all results obtained may serve as a pedagogical tool to scholars who, meticulously, seek new models that are useful to fill gaps visible, on the procedure for the acquisition of the native language in primary and secondary education. This lack of basic knowledge of grammar rules have intensified a few decades ago, and this symptom diagnosed in upper courses, in particular, in the area of languages and codes, becomes notorious, when young people need, especially writing, to develop academic papers. To identify the intellectual level as to the knowledge of that grammar, were submitted to quantitative-based research, academics belonging to Portuguese Language Courses/Letters. The content used in the preparation of the material applied followed the standards of national curriculum Parameters on elementary level. From the results obtained in this work, is our opportunity to new perspectives and approaches can contribute to reflections on the confrontational path taken between the two theoretical models: traditional conceptional and conceptional discursive-interactional.
Regarding the conflict between linguists and conservatives in the light of theoretical Bechara (1985), Bagno (2004), Martinet (1978), Rangel (2002), Rocha (2002) and others, the Portuguese Language has been used indiscriminately by misuse through its speakers. Discussions on the teaching of Grammar Rules and the emphatic wail of professionals who teach in upper courses, were encouraging for the realization of this survey. It is the intention that all results obtained may serve as a pedagogical tool to scholars who, meticulously, seek new models that are useful to fill gaps visible, on the procedure for the acquisition of the native language in primary and secondary education. This lack of basic knowledge of grammar rules have intensified a few decades ago, and this symptom diagnosed in upper courses, in particular, in the area of languages and codes, becomes notorious, when young people need, especially writing, to develop academic papers. To identify the intellectual level as to the knowledge of that grammar, were submitted to quantitative-based research, academics belonging to Portuguese Language Courses/Letters. The content used in the preparation of the material applied followed the standards of national curriculum Parameters on elementary level. From the results obtained in this work, is our opportunity to new perspectives and approaches can contribute to reflections on the confrontational path taken between the two theoretical models: traditional conceptional and conceptional discursive-interactional.
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Orientação: Maria Neves Gonçalves
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EDUCAÇÃO, LINGUÍSTICA, GRAMÁTICA, LÍNGUA PORTUGUESA, MODELOS DE ENSINO-APRENDIZAGEM, EDUCATION, LINGUISTICS, GRAMMAR, PORTUGUESE LANGUAGE, TEACHING AND LEARNING MODELS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO