O trabalho com a análise linguística nas aulas de língua portuguesa no ensino fundamental: um relato de experiência

Abstract

In this labor, we report on the experiences of internships in the subjects Supervised Stage IV and V, from the 2017.1 period, of the Licentiate Course in Portuguese Letters of the Federal University of Paraiba, through an intervention project entitled "Society and Beauty Standards ", With the 7th grade class of Elementary School II, at the Padre Hildon Bandeira Integral Citizenship School, located on the street Caetano Filgueiras, in the Torre district , in the city of João Pessoa- PB. In this report, we aim to identify alternatives for the teacher to articulate linguistic and literary knowledge, presenting the practice of linguistic analysis as an effective methodological strategy in Portuguese language classes in elementary school. To achieve our purpose, we use the following theoretical contributions: Antunes (2003, 2007); Cosson (2011); Dalvi (2013); Franchi (2006); Geraldi (2006); Martelotta (2008); Mendonça (2006); Miranda (2006); Possenti (1996); Solé (1998); Travaglia (2002). Furthermore, we consider the developed perspective on Portuguese language teaching in official documents: Law of Directives and Bases of National Education - LDB (BRASIL, 1996) and Curricular Parameters for Elementary Education - CPNs (BRAZIL, 1998). We verified that, through this work, the students were able to increase their reading and writing skills, through the practice of linguistic analysis, linking reading strategies with the linguistic knowledge and with texts that circulate in the community, preparing them to act in the reality in which they live.