(Re)construindo a aula de língua portuguesa: que gramática devemos ensinar?

Abstract

The need to insert activities involving the use of textual genres in class Portuguese language, it took the PCN to propose the use of perspective Sociointeractionist in the working with the language. Given this reality, we have as a most objective, discuss the conception of the contextualized teaching of language. From the view that the licensees of letters(Portuguese) course feature about the work with genres and grammar in the classroom. Our discussion has as its starting point the questioning “what should be taught in the language class?”. In this research of qualitative interpretative style, selected five questionnaires were applied to Graduation students of Letters of the Federal University of Paraíba (UFPB), among those who make up our corpus in full, trying to describe and analyze how these students reflect about contextualized teaching of grammar in Portuguese classes. We use, for both, the theoretical and methodological postulates of Antunes (2009, 2014), Marcuschi (2008, 2012) e Mendonça (2006), among other scholars finding a working way with the language in order to articulate the discursive and normative aspects. Our data show that the educational notion of contextualized language is treated by licensees satisfactorily, teaching the text is seen as the main way to be followed by the teacher in their practices in English language teaching.