Concepções de língua (gem) e de ensino de língua portuguesa na perspectiva do aluno

Abstract

The present work analyzes the conceptions of language and Portuguese language from the perspective of the students of basic education, specifically, of Elementary School I and II (ES) and High School (HS). The general objective of this work is to verify which conceptions about the Portuguese language are underlying the discourses of students of basic education. The specific objectives are: to identify and analyze conceptions of language and Portuguese language teaching present in the researched literature; to investigate the conceptions of languages constructed by the students; to locate in which segment of basic education the students' discourse on the conception of Portuguese Language and its teaching gains intensity; to record students' perceptions about the Portuguese language teaching-learning process; to invent the conceptions of language that guide official documents. In this paper, we have adopted, as theoretical references, authors such as Antunes (2003; 2008), Bakhtin (2016 [1978]), Geraldi (1991; 2003 [1984]), Soares (1998), Volóshinov (2017 [1929]), among others. The research methodology adopted is qualitative. The research corpus consists of answers to questionnaires and interviews with students from the final years of each teaching segment, from three schools in the city of Contagem/MG. The analysis of the data is made from theories that understand the Portuguese language through the interactive bias of the language. The results indicate that in the Basic Education coexist more traditional conceptions with a more current conception centered in the interaction. The interactionist conception in Portuguese teaching-learning, however, finds resistance in pedagogical practices at all levels of education. The students reveal that, as they move to higher education segments, Portuguese classes become more traditional because of the exclusive teaching of structures, classifications and nomenclatures. Students say they do not like grammatical content because they do not see meaning in what they are learning and because the methodology of the classes is based on mechanization, in decorating. In all segments, students mention the significant role of literary texts in their lives. The ES I showed that there are different teaching strategies, which does not occur in the other segments. This segment of education is more satisfied with the Portuguese classes and they experience and with their. The ES II pointed out to have problems in the interaction with the teachers. The HS warned us to teach strictly towards the ENEM. ES II and HS students have revealed that there is a disconnect between the school and their social lives.