O ensino e a aprendizagem da concordÃncia verbo-nominal: concepÃÃes e prÃticas numa rede pÃblica de ensino

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

The majority of the Brazilian population has difficulties in using the most prestigious marks in verb-noun concord, an issue in linguistics norm that most stigmatizes Brazilian Portuguese speakers, and a source of concern to teachers of the Portuguese language. Faced with it, this work had as its general goal to analyze the process for teaching and learning verb-noun concord (VNC) from the work of the didactic work carried out in a government school network in an attempt to show which factors would help or hinder pupils in grasping the most important VNC markings. For that effect we took as main theoretical references the Theory of Didactic Transposition and the Didactic Contract, the notion of âcommunicative competenceâ linked to the present conceptual reviews on language and grammar, as well as the Pedagogy of âtransforming bi-dialecticsâ. Our subjects were two teachers and their pupils, children attending government schools in the city of Recifeâs network, in two classes (one from the third grade and another taking the fourth grade). Our research involved two studies. The first aimed to obtain data on the grammatical performance of the students under scrutiny regarding the use of VNC markings from the re-writing of a childrenâs text. In the second study, of an ethnographic nature, focused on the knowledge actually taught, particularly on the Linguistic Analysis (LA) axis and on the attention given to VNC as it was applied by the two teachers previously mentioned. The results showed that, in reality, the 3rd and 4th grade children displayed difficulty in the notation for VNC markings, typical of prestige grammars, although we might have identified an improved performance with the progress of schooling. Apart from re-iterating evidence produced by studies undertaken with adult subjects where NVC marking was shown to be influenced by factors such as the positioning of linguistic elements in the sentence, we found peculiarities in the performance of the children. They not only varied a great deal in the usage, or lack of it thereof, of redundant markings for numbering, but also produced rather intriguing errors in gender marking. From the interviews and observation carried out in the two classrooms studied we found that, in spite of the fact that the teachers stated that the teaching of the language should be connected to the constant development of reading and text production on the part of the students, they still taught traditional, normative, grammar. They used texts to extract sentences that contained the grammar contents to be focused upon, such as NVC. Through this work with isolated sentences they proposed quite traditional tasks such as moving verbs from singular to plural and the flexing of verb tenses. At no stage we were able to identify a process of teaching and learning that took the confrontation between the dialectic varieties as a relevant means to appropriation, by the children, of different forms to speak and write, matching their discourse to the degree of higher or lower formality demanded by the context of discursive production. The teachers revealed a confused notion regarding the teaching of dialectic varieties, apart from non-prioritization, in the didactic treatment given to text re-writing tasks from their students. We understand this to indicate a lack of balance between the childrenâs needs revealed in Study 1, and the teaching practice carried out by the teachers in Study 2, giving us some hints, as a result, to explain, though still in part, the inefficiency of schools in developing communicative competence in their students

ASSUNTO(S)

rede publica educacao ensino concordÃncia verbo-nominal

ACESSO AO ARTIGO

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