Por um ensino de língua portuguesa contextualizado e significativo: contribuições da experiência de aprendizagem mediada

Abstract

The goal of this qualitative research is to present a reflection on Portuguese language teaching practices, with the aim of understanding and discussing, based on a bibliographical review, teaching methodologies that can contribute to a process of building significant and contextualized knowledge in the school environment. To this end, we took as a theoretical contribution the National Common Curricular Base (BNCC), which is a normative document that establishes competencies and skills, in dialogue with Antunes (2003) who defends the need for a pedagogical proposal that breaks with traditional paradigms, of so that there is a contextualized encounter between language teaching and grammar teaching. Joining the aforementioned authors, we will introduce the reader to the Theory of Mediated Learning Experience - EAM - by Reuven Feuerstein (1994), which deals with the importance of the individual and how much he is influenced and motivated by the environment in which he is inserted. The reflection based on the theoretical framework presented brings into discussion the importance of the active role of the school and methodologies, but also the role of the teacher in the process of mediating Portuguese language teaching practices. We conclude that the teacher, when well aligned and articulated with official documents and methodological resources, acts as a mediator who not only transmits knowledge, but gives meaning to the content that is being presented.