O ensino de sintaxe em uma perspectiva estilístico-enunciativa: uma proposta para o Ensino Fundamental

Abstract

Before the discussions on difficulties in the teaching of Portuguese Language (LP), present reality in primary schools – especially with regard to grammar teaching – it is aimed in this work, discuss the normative teaching of grammar, the possibilities of language as a process of interaction (mediated dialogue) and build a syntax educational proposal for elementary school (especially for 9th grade), from the stylistic-enunciative perspective. Proposal to take the student to identify other syntax learning opportunities, going beyond the normative-prescriptive perspective. Thus, it was defined as a guiding object of study of this research, the syntax of education along the lines of stylistic of enunciation. This research was based on the theoretical studies and the Bakhtin Circle (2000, 2009) on dialogism and genres, (2013) on the stylistic mother tongue teaching, in addition to reflections on stylistic: Mattoso Jr. (1978), Martins (1997) and Miller (2005), which traced the historical background of traditional and underlying concepts Stylistics. This bibliographical and documentary research, qualitative-interpretative held in a municipal school in elementary school in the town of Solânea/PB, constituted from theoretical discussion, field research with 02 (two) LP teachers, analysis syntactic activities in the Textbook (TB) and in selected grammars, and, finally, construction of one (01) didactic proposal. It was found that the teaching and learning of grammar (syntax) can not give up, effectively, from single, isolated sentences, unlinked text (gender), since any education geared to the linguistic and structural aspects of the genre should start the genre itself, and not without this. So work the syntax from the stylistic as a constituent element of the statement may be a way of fundamental importance for the study of mother tongue, as revealed mainly that the individual style of the individual student to point to all the enunciation without annulling its identity, makes sure to be a mere builder of phrases, sentences and periods, to be a builder of texts (genres), making it possible to individuality dialogue with the heterogeneity of language.