O ensino das classes gramaticais a partir do gênero notícia: uma proposta pedagógica aplicada no 9º ano do ensino fundamental na Escola Unidade Integrada Professora Josefa Agostinho Pereira em Lago da Pedra-MA

Abstract

This project proposes the use of the "news" textual genre as a teaching tool for contextualized grammar teaching, promoting more meaningful learning aligned with students' realities. Based on the dialogic perspective of language, according to Bakhtin (2016), and the studies of Antunes (2014), Marcuschi (2008), and Bezerra (2007), the teaching sequence proposed by Zabala (1998) is adopted as a methodological framework. This qualitative research uses bibliographic and field methods, aiming at the comprehensive development of students and the development of a critical, reflective, and socially committed pedagogical practice. We also seek to demonstrate the possibilities for developing grammar teaching through this written genre, in which we obtained positive results. The adopted methodological approach, based on collaborative activities and writing, research, linguistic analysis, and textual review, promoted a more contextualized learning of grammar as a tool for producing meaning. This approach was based on a pedagogical approach aimed at 9th-grade students at a public school in the municipality of Lago da Pedra, Maranhão. The results obtained throughout the research process were qualitatively analyzed. The data reveal that grammar teaching, when combined with written textual genres, is an effective method, as it involves different cognitive and linguistic processes. Therefore, the aim is to answer the following question: How can we contextualize the teaching of grammatical classes: noun, verb, adverb, and pronoun, based on the production of the textual genre "news"? Thus, the use of the "news" genre, in line with the students' social context, provides the possibility of more meaningful teaching and learning, potentially fostering real changes through the use of language.