Análise linguística e ensino de gramática em sala de aula: uma proposta de intervenção direcionada ao 2° e 3° ano do Ensino Médio do Centro de Ensino Oscar Galvão

Abstract

This research presents na intervention proposal involving the teaching of grammar from a linguistic analysis perspective for 2nd and 3rd-year students at Centro de Ensino Oscar Galvão, Pedreiras-MA, in the afternoon shift. The study addresses the following problem: How can working with Linguistic Analysis contribute to the contextualized and reflective teaching of Grammar in 2nd and 3rd-year classes at Centro de Ensino Oscar Galvão? To find answers, the main objective was to investigate how Linguistic Analysis can aid in teaching Grammar in a contextualized and reflective manner for these classes. The research was grounded in various sources, including works by Antunes (2014), Mendonça (2006), Fanchi (1991), Costa-Hübes & Pereira (2021), Martinet (1979), Menegassi (2021), Faraco (2009), Guimarães (2013), Benveniste (1979), Abreu (2022), Silva (2019), Azevedo (2003), Geraldi (2011), Bagno (2011), and BNCC (2017). Action research was the chosen methodology. The study analyzed four questions from the books *Português Contemporâneo: Diálogo, Reflexão e Uso* and *Português: Contexto, Interlocução e Sentido*, which were applied to the classes, followed by the students’ responses. Results showed that questions incorporating linguistic analysis were explored more reflectively by students, whereas purely grammatical questions were less engaged with and often left unanswered. This research demonstrates how linguistic analysis practically contributes to teaching methods and its necessity in the classroom