Proposta de intervenção sobre o fenômeno variável da Concordância Nominal a partir dos três eixos para o ensino de gramática

Abstract

The present work aims to address the variable phenomenon of nominal agreement among 6th grade Elementary School students, aiming at elaborating a pedagogical proposal supported by the three axes for grammar teaching proposed by Vieira (2017), namely: (i) grammar teaching as a reflexive activity (FRANCHI, 2006), (ii) grammar teaching related to meaning production (NEVES, 2021; PAULIUKONIS, 2008) and (iii) grammar teaching related to variation and norms (VIEIRA, 2017). The proposal aims to enable a reflection and analysis of linguistic variation with emphasis on nominal agreement based on the three axes for grammar teaching. In this paper, an evaluation is made with a more subjective look at the experience of the elaboration of the proposal, by means of data records made in a reflective diary, with the purpose of evaluating if the pedagogical proposal would be able to reach all the objectives that permeate an efficient and contextualized teaching of nominal agreement. Throughout this work, it was possible to reach the proposed objectives with activities that intersperse the three axes of grammar teaching. The conclusion is the relevance of the work with the three axes for grammar teaching, having as a starting point the reflexive approach, crossing the textual competence to the production of meanings and, thus, arriving at the question of linguistic variation. This is a work that intends to go beyond mechanical teaching and really make sense in the student's life, besides contributing to their education and to the further improvement of their linguistic skills.