“Caminho Começado é Meio Caminho Andado”: o uso de provérbio popular como instrumento de ensino de língua portuguesa no 9º ano no centro de ensino fundamental governadora Roseana Sarney Murad

Abstract

This research aimed to develop a methodology for using the popular proverb as a didactic-pedagogical resource to teach reading, interpretation, and text production to 9th-grade students at the *Governadora Roseana Sarney Murad* Elementary School. Furthermore, the study sought to demonstrate—through the implementation of this proposal—the importance of using popular proverbs to develop these skills. The proposal selected the popular proverb from among various existing genres for teaching reading, interpretation, and text production because it offers significant potential for Portuguese language instruction; it is easy to understand and rich in meanings that foster critical and social reflection. Moreover, proverbs possess multiple teachable dimensions—allowing for work on reading, interpretation, and writing—and consist of engaging, often humorous phrases that help cultivate a reading habit in students. To substantiate this proposal, the study drew upon key authors in the fields of textual genre studies (Marcuschi, 2005, 2008, 2010; Discini, 2010), popular proverbs (Arruda, 2012; Côrtes, 2008; Santos, 2011), and skills and competencies (Geraldi, 2006; Koch, 1997; Lima, 2002). During the implementation of the proposal, it became evident that the influence of new educational perspectives and practices must be highlighted—not merely as a topic of debate, but as a necessary practice for enabling individuals to reach their full potential as thinking, social beings.