Avaliação escolar de língua portuguesa no 9º ano do ensino fundamental: em busca do espaço da análise linguística?

Abstract

This work has its theme on the Portuguese Language (PL) School Assessment (SA) in the 9th grade of elementary school. It arose from the need to observe how the grammatical study of the Portuguese language has been approached in the referred level of education through the analysis of the school assesments. The main focus in its corpus was in analyzing the presence of the Linguistic Analysis (LA) approach that were listed in the epilinguistical activities that surpass the use/reflection of the language by the students as it has been discussed by many scholars, among them, Geraldi ([1984] 2006), Antunes (2003), Travaglia (2004; 2009), Mendonça (2006; 2007), Angelo e Loregian-Penkal (2010). Such discussion is also reflected in the National Curriculum Parameters of Portuguese Language (1998) that establish the use of guided activities in order to promote the ability to LA of the Portuguese Language, considering that it has been taught only with emphasis on Normative Grammar for many years and so with no concern for the ability to use and reflect on language. It was also observed which of the linguistic criteria ( morphosyntactic, semantics-pragmatics, lexical and socio-discursive) are more addressed. There was also an observation on the contents to verify whether they are treated in an epilinguistical or metalinguistic perspective of language. According to the objectives outlined, this study acquires an exploratory - descriptive nature and for this reason it is characterized as a qualitative research. For such a study, it was delimited as corpus the assessments of three groups of 9th grade: two of them belonging to schools from Cabedelo and one belonging to another school in the city of João Pessoa, besides three questionnaires answered by the teachers of these classes, subject of this research. Through samples of the assessments, in parallel to the answers present in the questionnaires imposed to teachers, it was analyzed whether the evaluation activities are consistent with the concepts of evaluation, language, grammar and linguistic analysis, presented by the three teachers included in this research. Likewise, it was taken into consideration the theoretical contributions that subsidize this research. Thus, we believe to contribute so that students can assume knowledge and skills of reflection and use that are so relevant for effective use of language, not only at school but mainly in their social life.