Ensino de língua portuguesa no Paraná : um olhar diacrônico


IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia




It is known that researchers and teachers have tried to reach an agreement on the subject of what the best methodology to teach the Portuguese language might be for a long time. In general, the adopted teaching methodology depends on the teacher’s view of language. Geraldi (1984) points out 3 conceptions that may underlie the teacher´s practice: language as thought expression, as communicational tool or as a means of interaction. Thus, this work aims at investigating the changes in education, mainly the teaching of Portuguese, in Paraná state, raising the permeating language conception in this state in the XIX century,that is, language as thought expression, and to compare it with the guidelines established by the current PCNs and Diretrizes Curriculares do estado do Paraná* which prioritize the conception of language as means of interaction. The 19th century was chosen due to the State emancipation that occurred only in 1853. To achieve the established objectives, a study on the educational process in this state was paramount, subsequently it was analyzed the Portuguese Language teaching underlying aspects, considering the socio-historical reality at that time. It is important to highlight that the research corpus consisted of Paraná handwritten documents, belonging to the project “For the Portuguese history in Paraná: diachronic studies in XVII and XIX handwritten documents.” which is linked to the Classical and Vernacular language department from the Londrina State University, and the author of this dissertation is a member.


língua portuguesa - estudo e ensino linguagem - estudo e ensino língua portuguesa - variação

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