Portuguese class

enunciative proposal for a reflective teaching of grammar

Abstract

This work seeks to present some discussions about the relationship between language and grammar and their teaching in native language classes. The aim to present ways of working grammatical contents, approaching a reflective teaching. It is considered the students' ability to reflect on the functioning of language, seeking to present alternatives to explore language activity in the classroom. Authors such as Antunes (2003), Bagno (2002) and Travaglia (2006), Franchi (1991) help us in the discussion about native language teaching. In the enunciative perspective, the study of language activity is a basic concept of the Theory of Predicative and Enunciative Operations (TOPE) and will be supported by Culioli (1990), Romero (2019), Rezende (2011). These authors see language as a creative activity for the construction of experiences and that one should, therefore, seek to develop, in the classroom, efficient methods of language exploration without dwelling on classificatory elements and normative rules. It starts with a traditional activity carried out in the classroom and then proposes ways to work with the same content proposed in the activity, but with the support of the aforementioned authors. This type of activity results in a much more independent student who manipulates the language without worrying about learning classifications and, in response, there is a much higher level of understanding as well as an interesting performance in terms of participation, learning and production.