A gramática nas escolas hoje: como agem e como pensam os professores

Abstract

For more than twenty years, the official documents recommend a contextualized grammar teaching (BRAZIL, 1998, BRAZIL, 2000, BRAZIL, 2018). Around the same period the infinity of works that discuss the topic of Portuguese language and grammar teaching were written (POSSENTI, 1996; TRAVAGLIA, 1996; NEVES, 1990; 2003; VIEIRA, S.R; BRANDÃO, S.F., 2007). Recently, the Plan National Curricular added to its name “linguistic analysis”, as, from this point forward, it was called to teach grammar in the National Curricular Parameters, to highlight the necessity of having the text as a starting point, the name “semiotics”, to cover the analysis of multimodal texts. Our goal on this work is to show that, despite the advance of the researches and the recommendations in the official documents, the actual practice of teaching grammar in school still doesn’t achieve the desired integration of text and grammar. To do so, we analyzed qualitatively and quantitatively, having as base Neves (2003), the answers to a survey with essay questions and multiple choice questions applied to 171 individuals, 88 teachers of Portuguese language that are still in formation and 83 that are already in full activity. The results show that, although they theoretically recognize the value of a grammar attached to the text, the teachers that are still in formation and the teachers that are already in full activity face difficulties in applying linguistic knowledge and official recommendations on the actual practice of teaching grammar. This result suggests that the training courses for language teachers need to face this issue, either by adding disciplines that account for productive teaching, so besides the theoretical disciplines, either by inserting units of application of theoretical content.