Type
article
Creator
Publisher
Identifier
PAIS, A. (2015). Elementos de integração didática e ensino da gramática. Exedra Journal. ISSN 1646-9526. Número Temático - Didática do Português: Investigação e Práticas, 293-320.
1646-9526
Title
Elementos de integração didática e ensino da gramática
Subject
Integração didática
Unidade didática
Gramática intuitiva
Metalinguagem
Integrated didactics
Didactic unit
Intuitive grammar
Metalanguage
Unidade didática
Gramática intuitiva
Metalinguagem
Integrated didactics
Didactic unit
Intuitive grammar
Metalanguage
Date
2018-02-02T15:14:44Z
2018-02-02T15:14:44Z
2015
2018-02-02T15:14:44Z
2015
Description
Partindo da relação multidimensional que se estabelece entre os conceitos de integração curricular e de didática da gramática, aprofundamos a reflexão sobre a inter-relação entre as diferentes conceções de integração curricular e as diferentes formas de abordagem que os processos de ensino e aprendizagem da gramática podem assumir nos primeiros anos de escolaridade.
Abordamos, do ponto de vista da crítica da razão didática, os grandes domínios técnico-didáticos que a interface Integração Curricular/Didática da Gramática determina nesta etapa da escolaridade em que o caráter transversal e a dimensão implícita no ensino da gramática desempenham um papel fundamental: (i) linguística descritiva/gramática da palavra: palavra fonológica, palavra morfológica, palavra semântica e classes de palavras; (ii) ensino e aprendizagem do vocabulário (iii) representação gráfica e ortográfica; (iv) linguística descritiva/gramática da frase: palavra morfossintática e grupo de palavras; (v) linguística textual – gramática do texto.
Propomos, adotando como referenciais epistemológico-didáticos o Dicionário Terminológico (DT), as Metas Curriculares de Português (MCP) e os Programas de Português do Ensino Básico (PPEB), uma proposta prática de integração curricular, materializada na opção metodológica de Unidade Didática, com definição de percursos de ensino e aprendizagem integrados.
Based on the multidimensional relationship that is formed between the concepts of curricular integration and teaching grammar, the reflection on the inter-relationships between the diferente conceptions of curricular integration and the different approaches that grammar teaching and learning processes can take on in the first years of schooling is deepened. We approach, from the point of view of didactic reasoning, the great technical-didactic fields that the interface Curricular Integration/Didactic of Grammar determines in the school phase where the transversal character and the implicit grammatical dimension has a fundamental role: (i) descriptive/grammar linguistics of the word: phonologic word, morphologic word, semantic word and words classes; (ii) vocabulary teaching and learning; (iii) graphic and orthographic representation; (iv) descriptive/grammar linguistics of the phrase: morphosyntactic word and words groups; (v) textual linguistics – text grammar. It is proposed that adopting as a reference of epistemological-didactics the “Dicionário Terminológico (DT)” (Terminology Dictionary), the “Metas Curriculares de Português (MCP)” (Portuguese Curricular Standards) and the “Programas de Português do Ensino Básico (PPEB)”, (Portuguese Programmes for Primary Schools), a practical proposal for curricular integration, materialized in the methodological option of the Didactic Unit as the definition of the integrated teaching and learning paths.
info:eu-repo/semantics/publishedVersion
Based on the multidimensional relationship that is formed between the concepts of curricular integration and teaching grammar, the reflection on the inter-relationships between the diferente conceptions of curricular integration and the different approaches that grammar teaching and learning processes can take on in the first years of schooling is deepened. We approach, from the point of view of didactic reasoning, the great technical-didactic fields that the interface Curricular Integration/Didactic of Grammar determines in the school phase where the transversal character and the implicit grammatical dimension has a fundamental role: (i) descriptive/grammar linguistics of the word: phonologic word, morphologic word, semantic word and words classes; (ii) vocabulary teaching and learning; (iii) graphic and orthographic representation; (iv) descriptive/grammar linguistics of the phrase: morphosyntactic word and words groups; (v) textual linguistics – text grammar. It is proposed that adopting as a reference of epistemological-didactics the “Dicionário Terminológico (DT)” (Terminology Dictionary), the “Metas Curriculares de Português (MCP)” (Portuguese Curricular Standards) and the “Programas de Português do Ensino Básico (PPEB)”, (Portuguese Programmes for Primary Schools), a practical proposal for curricular integration, materialized in the methodological option of the Didactic Unit as the definition of the integrated teaching and learning paths.
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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