O ensino produtivo de gramática: desafios e possibilidades

Abstract

We propose to discuss the teaching of grammar in the current school context, taking in consideration the analysis of exercises in grammar textbooks, under the focus of the language productive teaching approach (HALLIDAY, MCINTOCH, STREVES, 1974). Notwithstanding all the studies undertaken in the initial and continuing training of language teachers concerning linguistic analysis, there is a great difficulty in proposing effectively productive activities related to language teaching, whether we consider the didactic material related to the theme, in which the treatment of the teaching object follows, in general, the prescriptive model, even with the intention of being productive, whether in the methodological choices of the teacher when the grammar is topicalized in the classroom. Thus, we propose reflections on the grammar teaching, in the light of contributions from authors of Applied Linguistics (TRAVAGLIA, 2009; POSSENTI, 1996; GERALDI, 1997; NEVES, 2002). We did the analysis of two grammar exercises groups based on the productive teaching approach, which we understand as something positive to grammar use/teaching, as well as to a formative practice based on student engagement, through which the apprentice participates in the construction of knowledge and acquires skills to put this knowledge to use in social practices (BAKHTIN, 2003).