Caminhos para um ensino funcional de gramática orientado ao texto: pronomes pessoais e adjetivos em perspectiva intersubjetiva

• Published in: Trabalhos em lingüística aplicada Vol. 56; no. 1; pp. 139 - 162
• Main Author: Paulo Roberto Goncalves-Segundo1
• Format: Journal Article
• Language: Portuguese; English
• Published: Sao Paulo Universidade Estadual de Campinas - UNICAMP, IEL - Depto de Linguística Aplicada 01.10.2017; UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL); Universidade Estadual de Campinas
• Subjects: Adjectives; Ensino de gramática. Pronomes pessoais. Adjetivos; Grammar instruction; Intercultural communication; LANGUAGE & LINGUISTICS; Language teaching methods; LINGUISTICS; Native language instruction; Pedagogy; Portuguese language; Pronouns; Semantics discourse relationship; New York; ensino de gramática; pronomes pessoais; language teaching; adjetivos; personal pronouns; adjectives
• ISSN: 0103-1813; 2175-764X; 2175-764X
• DOI: 10.1590/010318135171183591

Portuguese language teaching at school is pervaded by a contradictory process established by the fact of understanding, along with the National Curriculum Parameters (NCP), that the text is the basic unit of language education, but adopting a perspective of grammar teaching which ignores, to a greater or lesser extent, the discourse-semantics stratum. Thus, we aim, first, to discuss this contradiction, from a systemic-functional perspective of language (HALLIDAY, 2004), proposing to conceive texts as social, communicative and interactional events, and language as a meaning potential, in order to present, afterwards, an initial path to a model of functional grammar teaching oriented towards textuality. Such a model aims to explicitly capacitate students to use lexicogrammar resources in terms of the discursive and semantic effects enabled by their instantiation during the production and interpretation of distinct texts from a wide range of genres. Therefore, this proposal is associated with a standpoint that conceives the teaching of grammar as a means to achieve language awareness (FAIRCLOUGH, 1997). To exemplify the application of the model, we will analyze an institutional propaganda from McDonald’s, published in magazines, in newspapers, in the internet and in the own restaurant, during the months of February and March 2013, and, afterwards, we will present some guidelines for the pedagogical approach to the intersubjective use of personal pronouns and adjectives in education environments.