Ensino de língua materna e gramática: uma abordagem sociolinguística para o ensino fundamental II

Abstract

This research aims to demonstrate how Sociolinguistics can contribute to a contextualized and functional teaching of Portuguese Grammar in Upper Elementary Education. To this end, a qualitative field study was conducted, involving three teachers who work at the aforementioned education level. Data were collected through interviews with open-ended questions. The results allowed for an analysis of language conceptions and teaching practices, especially focusing on Grammar teaching practices. The theoretical foundation for this epistemological study includes authors such as Antunes (2014), Travaglia (2009), Neves (2023), and Bortoni-Ricardo (2004), among others. It is essential that Grammar teaching is contextualized, enabling students to understand that what is taught in school is not disconnected from their external life experiences. Thus, this study is justified by offering the teaching community, especially those working in the field of Portuguese Language, reflections on the necessity of dissociating Grammar teaching from solely standardized language rules and norms, which often exclude linguistic varieties from the teaching context.