Uma Análise histórica do ensino de verbos em classes do 7º ano do ensino fundamental em Amargosa-BA

Abstract

This work proposes an investigation of historical data on verb teaching in 7th grade classes in the city of Amargosa, Bahia. It is based on the understanding that the Portuguese language - and especially its grammar - is an integral part of the linguistic background of native speakers, meaning that they are able to use grammar rules without even learning them systematically or thinking scientifically about them. Historically, the teaching of grammar has been governed by prescriptive or normative rules of language use. But, by comparing the teaching methodologies employed by school teachers as well as the education they have received, this work shows how the teaching of verbal morphology to 7th graders has occurred in Amargosa, more specifically in a school currently administered by the State. The comparative-historical method has been used in this research since it helps understand the nature of certain phenomena through its history and past. Such method has also enabled comparisons between persons, groups, and/or different locations. This work proceeds on a bibliographical analysis of the conceptions of language by resorting to the findings by Koch (2003), Marcuschi (2008) and Bagno (2012); of Portuguese and grammar teaching through the works by Clare (2003), Antunes (2003), Travaglia (2009), Neves (2014); and of verbal morphology and teacher education based on the works by Basílio (2007), Castilho and Elias (2012), Neves (2011), Camara Jr. (2013) and Vargas (2010; 2011). Such allied to field research analysis – the latter based on questionnaires and observations of non-participants in the Portuguese language classes – does justice to the descriptive character of the research, seeking to meet the amargosense educational context. It is observed, through such work, that teachers of Portuguese from Amargosa-BA have used in their classes the classification scheme and the simple syntactic analysis of verbs although they understand that linguistic changes (accompanied by new teaching methods) do improve the conditions for the students to domain and advance in the field of language and language usage.