Transformando o ensino dos adjuntos adverbiais em uma jornada mais envolvente, a partir de brincadeiras e quadrinhos

Abstract

The present work aimed to develop teaching practices for the terms of the sentence, focusing on adverbial adjuncts, which stimulate students' motivation, awakening in them the perception of an internalized grammar and the understanding of the functionality of the study of adverbial adjuncts, in addition to promoting them as young protagonists, through games and reading workshops of different narrative textual genres (such as comic strips, cartoons and cartoons) integrated into grammar teaching, considering the principles of active learning. In addition, it seeks to face the common challenge of making standard language classes more attractive for elementary school students. The work was based mainly on the proposal of Eloísa Pilati, in her work Linguistics, grammar and active learning, which defends an educational approach that centers students in the learning process, encouraging active participation, reflection and the active construction of knowledge. By exploring innovative strategies, the work aimed to reformulate the approach to grammar teaching, giving it relevance and engaging students. The material of this teaching proposal was implemented in eighth grade classes (13 and 15 years old) at the Zilda Arns Municipal School, located on the outskirts of Belo Horizonte. At the end of the application of the activities provided for in the methodology, it was possible to see that, although many students did not know the nomenclature of the terms of the sentence with certainty, they were able to put together extremely coherent sentences, thus demonstrating the internalized grammar in each student. This process shows that the internalized grammar, already present in the students' cognitive repertoire, can be enhanced by approaches that value experimentation and contextualized practice. Thus, by making teaching more attractive and meaningful, this work not only strengthened the students' linguistic proficiency, but also promoted a metalinguistic reflection essential for the conscious and effective use of the language.