Gramática contextualizada: por que ainda encontra resistência?

Abstract

The teaching of Portuguese Language has been the subject of many controversies in the current context of the Brazilian school, considered by many to be ineffective and obsolete, due to the use of conceptual methodologies with little (or no) applicability in the daily lives of students. Given this context, this paper aims to investigate reasons why the contextualized perspective of grammar teaching still finds resistance in the practice of basic education, seeking to understand how grammar teaching can be conceived in a more dynamic and stimulating aspect. , adhering to the perspective of grammatical contextualization, considering the sociointeractionist conception of language. The work consists of a qualitative research, of bibliographic and documentary character, supported by the presentation of a possible proposal of contextualized teaching of grammar, based on the guidelines of the National Curricular Parameters (PCN), the Common National Curricular Base (BNCC), the studies of Antunes. (2003, 2007, 2014) and other scholars who share the same thought. With this work, we try to show that not a few teachers have been resistant to the effective implementation of this approach, even though it has been proposed for decades and has been effective in the realization of teaching and learning. As a result, based on the analysis of some authors that address this theme and some documents that are presented in the corpus of this work, we note that the school fulfills or will fulfill its role when working in a contextual way the teaching of language / grammar, to that, with this kind of approach, the school favors the development of the individual as a subject of his own reality. Our analysis has focused some research on: How are grammatical approaches taking place in schools; the look of the documents, which guide Brazilian education, regarding the theme; which educational contexts have already adhered to this approach. Thus, we understand that, in the current Brazilian historical context, it is imperative that the teacher seeks to recognize the heterogeneity of our language as well as its dialogical character, and from this, develop a teaching-learning process that fosters the real needs of student interaction.