A teoria da transposição didática aplicada ao ensino de português como língua materna: reflexões sobre a formação de professores e os objetivos do ensino de gramática na escola

Abstract

It is common to limit the relationships in the classroom to the binary interaction between teacher and student, but in fact, what we see is a triangle between teacher, student and knowledge. In this article, we aim to reflect on how students and teachers relate to the knowledge in the classroom of Portuguese as a first language, analyzing the way linguistic knowledge travels from the academy to the classroom. With this purpose, we present an adaptation from the didactic transposition theory from Chevallard (1991) to the first language class. Based on this adaptation, we reflect on pedagogical documents as one of the steps of this process and on the formation of Portuguese teachers and how it can benefit the students’ relationship with the language. We believe that a critical linguistic reflection in the classroom depends on the formation of teachers capable of conjugating the wise knowledge and the everyday of the classroom.