JOGO E GRAMÁTICA: UMA ANÁLISE SOBRE O ENSINO DE SINTAXE A PARTIR DO LÚDICO

Abstract

In an attempt to overcome the unproductive results of teaching grammar in traditional ways, many teachers have been looking for alternative ways to let go of the tiring activities of “decorating”, with a view to a more autonomous and fun learning process. In this scenario, educational games, as one of the possible active methodologies for teaching grammar, especially syntax, have been strongly sought after and produced. This work aims to analyze the teaching of grammar, through the analysis of fifteen games prescribed for the teaching of syntax. Our intention is to verify to what extent the teaching of grammar can be helped by the use of these playful resources in the classroom. Therefore, we propose a qualitativeinterpretative research, using bibliographic research as a data collection method. We adopted, as a theoretical basis for the analysis of the collected data, the discussions and suggestions of Vieira (2017, 2018, 2019), Franchi (2006), Perini (2016) and Antunes (2007) about language and grammar, as well as proposals Kishimoto (2008) and Costa (2008) on games and their benefits We found throughout this research that games, suggested as motivating and, above all, innovative practices for teaching, often reveal the continuity of the traditional prescriptive grammatical treatment, and not its overcoming, presenting regular characteristics such as: the lack of goals for the Learn; exercises ending in the object of study itself; mismatch between the proposed objectives and the required metalinguistic actions; theoretical inconsistencies about the content covered; and the presentation of confusing rules.