O ensino da gramática normativa da língua portuguesa em cursos preparatórios para concursos

Abstract

This study aims to analyse the teaching of normative grammar in preparatory courses for exams. Its researches corpus is three online preparatory courses for exams: EaD (distance learning) grammar course of the CPP (Permanent Course of Portuguese), Portuguese Language – Starting from Scratch of CERS (Center for Studies Renato Saraiva) and the course VestEnem of Aula Livre channel. The methodology adopted was the quali-quantitative research. Initially, the study started from quantitative research sampling to demonstrate which contents of the free normative grammar courses receive the most prominence. After collecting these data, the study included the teaching strategies used by the three preparatory courses for grammatical teaching. Through bibliographic research based on handouts and exploratory research focused on the classes in videos of these courses, this study demonstrated that the teaching process is part of tips, schemes, associations and memorization of rules, concepts and lists of words. This information, in turn, showed the differences and similarities between the methods of teaching normative grammar of the different preparatory courses. It was addressed as theoretical reference, studies of researchers such as Bagno (2007, 2008), Ferrarezi Júnior (2008, 2012, 2019), Neves (2001, 2006), Oakley (2015) and Piazzi (2014a, 2014b, 2015) to support data analysis. Based on the perceptions obtained from this research, it was found that the teachers of the preparatory courses propose a study aimed at the classification, identification and memorization of grammatical aspects directed to the resolution of exams questions. The objective is the approval in exams, the goal is not to propose reflection in order to obtain the understanding of grammar as an object of research of the use of language. Thus, these courses replicate content according to the precepts of normative grammar, that is, they do not treat grammar as science, but as a set of rules established to promote the cultured norm. However, these courses attend to a target audience and exist because of existing exams, so that it is undeniable that they serve a demand created by the institutions that select candidates through qualifying exams.