Análise linguística em substituição ao ensino de gramática? Incompreensões teórico-metodológicas e possibilidades de articulação dos eixos de ensino

Abstract

Theoretical-methodological misunderstandings, and difficulties in the didactic transposition of the Linguistic Analysis application, revealed by the language actions of Portuguese language teachers, justify the relevance of this work, which aims to propose a deeper reflection about Linguistic Analysis, as well as to present a reading and Linguist Analysis assignment proposition. Theoretically based on Geraldi (1984,1997), Franchi (1977), Mendonça (2006), and Perfeito (2005), we present a reading and Linguistic Analysis assignment proposition of our own. Results indicate the possibility of integrating the usage – reading – and reflection – linguistic analysis – axes, using samples of the advertising text genre and exploring linguistic, linguisticdiscursive, iconic, textual, and argumentation resources in a single assignment. This way, we believe this work can contribute to the reflection about possible obstacles to the linguistic analysis practice operationalization, and, thus, to further discuss the effective implementation of the proposition in the classroom.