Uma abordagem lúdica para o ensino de gramática da Língua Portuguesa
Making students interested and actively involved in Portuguese language classes, as a way to improve learning, has been a challenge for teaching. The countless questions and texts we receive from our students reveal, on the part of them, a lack in their skills in the aforementioned discipline, notab...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/33379 |
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| Resumo: | Making students interested and actively involved in Portuguese language
classes, as a way to improve learning, has been a challenge for teaching. The
countless questions and texts we receive from our students reveal, on the part of
them, a lack in their skills in the aforementioned discipline, notably with regard to
the rules of graphic accentuation. Such reality, in our understanding, may be
related to the way this content has been approached in Portuguese language
classes. It is not uncommon to hear from students expressions such as:
“Portuguese is complicated”; "Grammar is too difficult". The present work has as
general objective to contribute to minimize the difficulties found in the teaching of
graphic accentuation. We opted, methodologically, for a didactic intervention,
supported by a playful approach to the content. For this, we use a game that we
created, and that we present as didactic material, in which the rules of graphic
accentuation of the Portuguese language are explored. Through this mechanism
we aim, in a specific way, to arouse the interest of students regarding the topic of
graphic accentuation, making Portuguese language classes less boring and more
attractive. We also aim to transform students into participants actively involved in
these classes and, thus, contribute to the improvement of learning and the use of
graphic accentuation. Without ignoring and, even less, disregarding that the
teaching of grammar of the Portuguese language must take place in a meaningful
and contextualized way, according to Faraco (2008), Antunes (2014), Franchi
(2006), Neves (2003), among others, we understand that the approach to graphic
accentuation rules, given its technical and arid nature, can use playfulness,
according to Kishimoto (2011) and Friedmann (1996) as a way to make classes
more attractive and trigger successful learning. The use of the game in our
didactic intervention proved to be effective, providing our students, in addition to
greater participation in classes, a considerable evolution in terms of the use of
graphic accentuation, which allows us to conclude that the use of playful
strategies can also succeed in addressing other grammatical topics in
Portuguese language teaching. |
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