CONCORDÂNCIA VERBAL E FUNCIONALISMO: UMA PERSPECTIVA PARA O ENSINO DE GRAMÁTICA NO 3º ANO DO ENSINO MÉDIO

Abstract

Although there are several studies on alternatives to review grammar teaching in schools, traditionalist model of analyzing language still take over the classrooms. Thus, the main purpose of this research is to contrast these restricted practices with the teaching perspective that seeks in linguistic theories the construction of a more meaningful language knowledge, with a specific focus on the Functionalist approach. The aim is to apply the theses of this linguistic approach to the analysis of verbal agreement and how this content is taught in classrooms. The study, in turn, was carried out in a third-grade high school class in a private school in the city of João Pessoa, Paraíba. To this end, the work done here is divided into three fronts: investigating the didactic materials commonly used in grammar teaching; reflecting on the students' textual productions; and analyzing the results of the application of a questionnaire based on this theory. Thus, the research is based on the proposals of the official documents for education in Brazil and on the theories of Abreu (2012), Bagno (2007; 2011), Cunha (2011), Cunha and Tavares (2016), Mendonça (2004) and Rodrigues (2011) in what concerns the discussion of grammar teaching practices and the contrast with Functionalism, as well as the application of the content of verbal agreement in the classroom through this perspective. The crossing of this theoretical support with the research pointed out, first of all, countless gaps that permeate the process of grammar teaching according to the traditional view that make it very superficial and detached from the practical reality of language use, but also, mainly, conferred a range of possibilities for rethinking and rebuilding the teaching practice, escaping from restrictive and discriminatory formulas, but that, above all, lack meaning for students.