Objetos anafóricos no português brasileiro: possibilidades de aprendizagens a partir de metodologias ativas na educação básica

Abstract

This research, based on the Generative Theory (CHOMSKY, 1957 and later works), addresses studies on the anaphoric object in Brazilian Portuguese (BP), with the objective of comparing grammar teaching and learning methodologies. Pioneering works on the anaphoric object identified a decrease in the use of clitics and an increase in the use of the empty category in this position (OMENA, 1978; DUARTE, 1986; CORRÊA, 1991; CYRINO, 1994; MACEDO COSTA, 2012). Other studies on this phenomenon show the gradual increase in the use of clitics as an anaphoric object in student productions, demonstrating that the maintenance of this variant in BP is a result of formal teaching (FREIRE, 2005; OLIVEIRA, 2007; PIRES, 2015; among others). However, these researches also indicate that this teaching has not been efficient, because, even after schooling, students have difficulties in relation to the use of anaphoric object possibilities. Difficulties like this exemplify problems faced in teaching and learning grammar and point to the need to rethink the methodological approaches used in Portuguese classes. In this sense, this work, based on studies that present new approaches to grammar teaching, such as the Active Linguistic Learning Methodology (PILATI, 2017), proposes as a methodology a comparative study on teaching and learning methodologies of the Portuguese Language in Basic Education. To develop this study, activities were developed and applied on the same syntactic content – anaphoric objects in BP –, but with different methodological approaches, in two classes of 9th grade of elementary school. After the application, a comparative analysis of the results of the activities carried out in each class was developed, in order to glimpse the contributions of a more scientific work in relation to more traditional methodologies. The results reveal that there is a small learning gain with the active methodology, but there were similar results in the application of the traditional method. Even though there was little difference in the results, the reflections developed from this study confirm the importance of research that investigates alternative methodologies for teaching grammar, in order to encourage an effective and meaningful teaching-learning process.