Portuguese Language Teaching Research Articles

Beyond the Synthetic Future: Usage-Based Linguistc

Objective: The objective of this study is to investigate the periphrases with the verb ir, in the third singular person, searching to describe the motivations for semantic change. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Stand out the Usage-Centered Functional Linguistics - LFCU (Oliveira; Rosário, 2015; Furtado da Cunha, Bispo, Silva, 2016) which is based on Construction Grammar, Cognitive Linguistics (Goldberg, 1995; Traugott; Trousdale, 2021; Bybee, 2016), providing a solid basis for understanding the context ofthe investigation. Method: The methodology adopted for this research it is explanatory-descriptive and can be considered empirically based, focusing on the synchronic character, since the samples are extracted in a single temporal dimension Results and Discussion: The results obtained revealed that metaphorical and metonymic mechanisms are involved in the use of these constructions. In the discussion section, these results are contextualized in light of the theoretical framework, highlighting the implications and relationships identified. Possible discrepancies and limitations of the study are also considered in this section. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the portuguese language teaching. These implications could encompass to other areas of study, such as cognition. Originality/Value: This study contributes to the literature when highlighting that there is a pattern in linguistic change. The relevance and value of this research are evidenced by describing the change at different levels and the impact on Portuguese language teaching.

Active methods in Portuguese language teaching in remote post- education: advances or setbacks?

Active methods in Portuguese language teaching in remote post- education: advances or setbacks?

The Use of Games in the Portuguese Language Teaching Process

This article discusses throughout its contents the process of using games in the routine of teaching and learning the Portuguese language, consolidating how teachers can insert the methodology of games into their routines, consolidating the teaching of the Portuguese language. The general objective is to highlight the mainaspects of using games in the Portuguese language teaching process. As for the specific objectives, these are: describe the main aspects of educational games; analyze how digital games can be applied to learning the Portuguese language. In the methodological part, a literature review was carried out, highlighting some of the main concepts and analyzes by renowned authors in the pedagogical field. Using mainly books, articles and dissertations published over the last 7 years, highlighting which procedures and aspects are fundamental in the routine of teaching the Portuguese language. It can be concluded that in the process of consolidating language and grammar, games are a positive playful tool.

Analysis of spelling errors from the 'dyslexic sight words' list.

In this study the spelling errors of the 'Dyslexic Sight Words - DSW' list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.

Teaching and learning spelling: an analysis of 6th grade students' writing

Understanding how students acquire orthographic knowledge has become an area of interest for many teachers, especially Portuguese language teachers. As different theorists have argued, a reflective teaching-learning process is important, enabling students to understand graphophonemic relationships and overcome the obstacles that can arise in appropriating knowledge of orthographic conventions. This paper presents the results of a study which aimed to: Identify the most productive spelling changes in the writing of 6th grade students. The investigative analysis, carried out by means of quantitative-descriptive and field research, was based on eight written productions by 6th grade students from a public and state school in Piauí. The theoretical framework was based on studies by authors such as Cagliari (1994), Zorzi (1998, 2009, 2018), Morais (1999, 2000, 2007), Simões (2006), among others. This research, like the studies by Zorzi (1998, 2009), Miranda, Medina and Silva (2005), Quadros (2015), concluded that multiple representations, resulting from the arbitrariness of the system, are the most recurrent types of errors in the written productions of elementary school students. In view of this, it is argued that these errors should be understood as hypotheses that students formulate in order to acquire knowledge of the written language.

OS DESAFIOS DO ENSINO MÉDIO NA PRODUÇÃO DISSERTATIVA ARGUMENTATIVA E ENEM

The essay for the National Secondary School Examination – ENEM, has shown a challenging reference for teachers and students, considering the peculiarities of the required textual typology, - argumentative dissertation, whose production is shaped from the requirements present in the Participant’s Cartilha, one of the offi cial documents from INEP, which guides the referred test. It is necessary to emphasize the lack and precariousness of writing laboratories in public schools, of teaching actions that prioritize interactive content, of better teacher x student connection, among other factors, has motivated continuous research in this regard. Regarding this test, with regard to the requirements of writing, it is visible that these end up impacting teaching practices in relation to the teaching of writing, especially in the 3rd grade, when Portuguese Language and Writing classes are aimed at preparing this exam. It was possible to understand from the research about students with diff erent levels of writing, argumentation, as well as teachers with an extensive workload that makes it diffi cult to provide individual and productive feedback for the work. This article aims to know and refl ect on the infl uence of the ENEM Writing test on the methodological practices of Portuguese Language teachers, to understand how this materializes in the teaching routine. It is also the intention of this, to know the opinion of teachers from public high school systems about the ENEM Writing test, considering their importance in the process of renewing teaching practices in schools. During the research, it was possible to perceive that the teacher’s work, in the experience of textual production, is partly marked by the guidelines contained in the Participant’s Handbook, which makes this action focused on training a writing limited to the molds proposed by ENEM.

Os processos fonológicos envolvidos na fala e os “erros” ortográficos na escrita: uma análise em turmas do 6º ano do Ensino Fundamental II

This article was prepared from a study that sought to investigate the interdependence between the awareness of the letter-sound relationships and the development of spelling writing in students of the 6th year of Middle School. Two oral tests and two written tests were applied to 31 students, in four classes from four schools (two from the public network and two from the private education network), with the aim of verifying whether the participants were able to clearly perceive the relations between the sound and its respective graphic signal, and if this perception was amplified during the observed period of time. Up to three Portuguese Language (PL) classes were also observed in each institution, in order to note the approach that the teachers took on the teaching of spelling writing. It is believed that in order to teach how to use the standard writing of PL (in communication situations where spelling is required), linguistic knowledge is necessary, mainly in the areas of phonetics and phonology. Based on the analysis of the data obtained, a pedagogical notebook will be prepared to help PL teachers, with a brief theory and suggestions for activities, capable of helping students understand letter-sound relationships and the development of spelling.

Scientific Dissemination Practices in Basic Education

This work assumes that it is a basic school commitment to contribute to scientific dissemination, scientific literacy, and the establishment of a culture of science in society, especially in Brazil, a country where scientific denialism is still very present. The purpose of this text is to reflect on the challenges and results of a practical experience with scientific dissemination at the Fundação Escola Técnica Liberato Salzano Vieira da Cunha, a public technical high school in Novo Hamburgo, Rio Grande do Sul, Brazil. Two actions carried out by a Portuguese language teacher at the institution are reported: the work with the discursive genre news for scientific dissemination in high school classes and the editorial of the journal Liberato Científica, the institution's journal for scientific dissemination.

Language and silencing: An analysis of the treatment given to the mother tongue in primary education based in narratives of Portuguese language teachers

Language and silencing: An analysis of the treatment given to the mother tongue in primary education based in narratives of Portuguese language teachers

Perceptions as to the relevance of teacher training to make multiliteracies effective

This research consists of a theoretical-practical study on the perception that Portuguese language teachers working in Professional and Technological Education (PTE) have when analyzing their continuing training and its influence on the adequate approach to multiliteracies in the classroom. Thus, having in mind the development of practices aimed at continuing teacher training, the multiliteracies emerge as an opportunity to embrace different types of language, so that the individual interprets linguistic situations which deviate from the traditional ones addressed in the school sphere. In this context, the objective of this research was to understand how the teaching training of Portuguese language teachers working at the Federal Institute of Education, Science and Technology of Pará (IFPA) - Abaetetuba campus is articulated in the context of multiliteracies. Based on Freire (1985, 1996), Kleiman (2008, 2014), Rojo (2012, 2013) and Moura (2014), in this study, an exploratory and qualitative investigation was developed through field research based on the ethnographic approach. The investigation was developed at IFPA - Abaetetuba campus. It was restricted to the context of Integrated High School (IHS). Participants were two Portuguese language teachers working at IHS. Field visits were carried out to collect data through the application of questionnaires with open questions and semi-structured interviews. In the end, it was highlighted the relevance of continuing training to implement multiliteracies obtained by the Portuguese language teacher working in PTE by understanding, to what extent, technologies contribute to the approach of multiliteracies which prioritize student learning with a focus on the integration between world of labor and education.

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Digital narratives and multisemiotic texts: report on pedagogical intervention in Portuguese language teaching

Resumo O presente artigo expõe os resultados de uma intervenção pedagógica na prática docente de uma professora de Língua Portuguesa em uma instituição pública estadual situada no município de Londrina, na região norte do estado do Paraná. A ação pedagógica foi orientada para a produção de relatos multimodais e multissemióticos por meio de narrativas digitais com alunos de uma turma do primeiro ano do Ensino Médio. Partimos do pressuposto de que o trabalho com textos multissemióticos em sala de aula permite desenvolver um ensino baseado na dialogicidade e na dialética entre uso e reflexão. As observações permitem inferir que o professor de língua portuguesa, ao compreender as possibilidades de utilização das Tecnologias Digitais da Informação e Comunicação (TDIC) e ao ampliar suas competências digitais como professor, é capaz de abordar em sala de aula os novos gêneros textuais emergentes do meio digital, de maneira a explorá-los e integrá-los no processo de ensino e aprendizagem. Além disso, as observações indicam também algumas possibilidades de a escola utilizar as TDIC em favor de uma aprendizagem de língua portuguesa mais efetiva na leitura e escrita, incentivando professores a inovarem seu fazer pedagógico.

ENSINO DE LÍNGUA PORTUGUESA: ANCORANDO A PRÁTICA DE ANÁLISE LINGUÍSTICA NOS ESTUDOS BAKHTINIANOS

ABSTRACT: This paper sought to ground the Practice of Linguistic Analysis (PLA) (GERALDI, 1984; 1997[1991]) in Bakhtin Circle's studies considering that this practice needs a more significant theoretical and methodological basis and that the dialogic studies can provide an interactive approach to the analysis of texts, focused on the stylistic-discursive strategies in Portuguese Language classes. Hence, our guide questions are: How to amplify the methodological approach for the dialogic PLA? How can the sociological method proposed by Volóchinov (2017 [1929]) constitute this PLA? Our reflections were based mainly on Bakhtin Circle's studies, including Volóchinov and Bakhtin (1926), Bakhtin (2010[1929]; 2013; 2016 [1979]), among other researchers of the Portuguese Language teaching field. It is a bibliographic and exploratory study anchored on Applied Linguistics and the qualitative interpretative paradigm. Our findings led us to conclude that the dialogic PLA must be developed considering the reflections about the extraverbal context of the enunciations so that the stylistic reflections may approach axiological and discursive aspects of the texts, which can broaden students' ability to read, write, and interpret texts from diverse discursive genres.

NOVOS TEMPOS, NOVAS PERSPECTIVAS: RESSIGNIFICANDO A ESCRITA REFLEXIVA NA FORMAÇÃO INICIAL DE PROFESSORES NA CONSTRUÇÃO DO LETRAMENTO DIDÁTICO-DIGITAL

ABSTRACT: Our work aims to analyze the processes of (trans) formation of future Portuguese language teachers in the Languages course for didactic-digital literacy practices from reflective writing in critical reviews. Situated in the interdisciplinary field of Applied Linguistics, we developed a set of literacy events at, for, and about the teaching workplace during a Didactic Multiliteracies Program, which enabled the engagement of future teachers in collaborative didactic projects in real school contexts. The results revealed that didactic-digital literacy can be constructed from the representations of teaching being and acting, oriented to how these subjects signify, project, and operate reflective writing in the teaching and learning practices of the Brazilian mother tongue for the didactic multiliteracy materials. We argue that these practices can collaborate in the responsive and responsible uses of writing in formative contexts of (future) teachers.

The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance

Self-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on motivational constructs other than self-efficacy—such as implicit theories—has received considerably less attention. In this study, we examined the impact of an SRSD instructional program about opinion text writing on two extensively studied writing performance variables (i.e., text quality and text length) and on two motivational variables (i.e., self-efficacy and implicit theories). Moreover, we tested whether adding a brief growth mindset intervention to SRSD instruction would result in gains in writing motivation and performance. To this end, we enrolled 191 sixth graders, from 11 classes, and their Portuguese language teachers to participate in a six-week intervention study. Using a quasi-experimental design, the classes were assigned to one of three conditions: (a) an active control condition (three classes); (b) an SRSD group (four classes); (c) an SRSD plus growth mindset intervention group (henceforth, SRSD + GM; four classes). Our results showed that both the SRSD and the SRSD + GM generally did not significantly differ from the active control group in self-efficacy and implicit theories of writing at posttest. The only exception was self-efficacy for ideation. Of note, the SRSD and the SRSD + GM groups outperformed the active control group in terms of text quality and text length. Our findings did not reveal an added value of a brief growth mindset intervention for SRSD instruction. Overall, our study showed that a six-week SRSD instructional program was effective in improving students’ self-efficacy for ideation and writing performance. However, the brief nature of both SRSD and mindset interventions may have precluded a broader positive impact on motivational beliefs, such as self-efficacy for conventions, self-efficacy for self-regulation, and implicit theories.

O O GÊNERO EDITORIAL E SUA PROGRESSÃO

No gênero editorial, as conjunções podem desempenhar papel essencial para a argumentação. No entanto, em sua organização, há outras estratégias coesivas que cumprem, igualmente, a função de encadear os enunciados e dar orientação ao sentido do texto. Considerando-o como unidade básica da manifestação da linguagem, este trabalho investiga como se dá a progressão temática em tal gênero jornalístico. Para isso, apoia-se nos fundamentos da Gramática Sistêmico Funcional (HALLIDAY, 1994) para identificar o papel da estrutura temática no processo coesivo. Assim, pretende-se não só colaborar nos avanços da Linguística Sistêmico-Funcional, mas também no desenvolvimento do ensino de língua portuguesa.