O ensino-aprendizagem do valor temporal na aula de Português Língua Materna: uma proposta de laboratório gramatical

Abstract

The linguistic reflective knowledge is part of the students' learning, inserted in grammar didactics, a specific component of Portuguese didactics. From the perspective of Pedagogical Linguistics, this work should focus on the development of students' linguistic awareness, with a view to deepening explicit knowledge. In this essay, we describe the grammar laboratory model, as illustrated by Duarte (1992) and Rodrigues and Silvano (2010), and we trace an exemplary pedagogical path of an experimental proposal aimed at studying the temporal value in adverbial subordination for the 7th grade. The laboratory has two objectives: to identify and classify clauses with time value and to understand the notions of anteriority, simultaneity and posteriority associated with these clauses. We also consider the concept of "didactic sequence". Finally, we draw some conclusions about the innovative character of this approach since grammar learning is often rooted in traditional teaching methods.