Do título ao texto: uma abordagem para o desenvolvimento de consciência sintática e para o ensino de gramática contextualizada

Abstract

Despite the importance of a contextualized approach to grammar (ANTUNES, 2014) in the teaching-learning process for student development, as opposed to traditional teaching, teachers often face the following question: how can grammar be effectively taught in a contextualized manner? In this regard, the present research, conducted with 8th-grade students of elementary school and 1st-year students of high school at a public school in Mariana, MG, aimed to outline paths for this type of teaching, with the objective of enhancing students' ability to read, write, and reflect on the language. Thus, using journalistic texts as a basis, the students performed exercises aimed at developing syntactic awareness, based on the Constituent Theory proposed by Faraco and Vieira (2020), and later answered grammar questions designed from a contextualized perspective. The study demonstrated that playful activities, such as color diagrams, are an effective alternative for motivating students and, above all, for raising their syntactic awareness and making them autonomous in their reflections on the language. By promoting activities that combine structural analysis with real discourse contexts, grammar teaching ceases to be an end in itself and becomes an integral and functional part of the students' linguistic development