Banca de DEFESA: SAMARA KELLY DANTAS DE FIGUEIREDO

GRAMMAR AND TEACHING: INITIAL APPROACHES TO SYNTATIC ANALYSIS IN 6TH GRADE CLASSES

Comics, Reader Commentary, Syntactic Analysis, Teaching, Textual Production.

Our teaching practice has revealed that the lack of understanding of the basic notions of the functionality of terms brought about by syntactic analysis is a factor that hinders the development of good written production of the students. The problematic of this dissertation is, therefore, the teaching of syntactic analysis from the understanding of the functionality of terms as a way of improving the textual production of students, in 6th grade classes. Thus, the general objective is to present an intervention proposal, through a didactic sequence, to alleviate the lack of understanding of the basic notions of the functionality of the terms brought by the syntactic analysis. The specific objectives are: describe the types of grammar; identify by which means the initial approaches of the syntactic analysis occur in the 6th grade; contextualize such approaches in the textual genres comic book and reader commentary; contribute to the Portuguese language teacher in their classroom practices, especially with regard to teaching the initial notions of syntactic analysis. The theoretical frameworks chosen to provide us with a foundation to understand the relationship between language and grammar. Travaglia (2021) and Possenti (1996) address grammatical typology and show changes in grammatical studies. Antunes (2014), Faraco (2008) and Barbosa (2014) contextualize grammar. Neves (2011) and Bortoni-Ricardo (2005) elucidate the role of schools in grammar teaching. Ormundo and Siniscalchi (2018) show didactic ways of approaching the initial concepts of syntactic analysis. Marcuschi (2020) and Antunes (2005) also address textual genres as ways to promote literacy inside and outside school. The methodology is an action research proposal. The implementation takes place with two didactic sequences to be applied in Portuguese language classes in 6th grade classes, in person or remote format, for the teaching of textual genres comics and reader commentary working the initial approaches of syntactic analysis. The sequences are structured based on Dolz, Noverraz and Schneuwly (2004). As the research is of the proposed type, the results are conditioned to its effective application in the classroom. The expected results are the improvement in the students' learning in relation to the proposed problem, in addition to contextualized and dynamic learning.