A formação dos professores de língua portuguesa sob a ótica da Transposição Didática: o conhecimento linguístico agregado à educação básica

Abstract

The significant distance between the spoken and the written linguagem impacts Portuguese speakers in a way that they do note recognise their mother language once they start school, as students face rules and prescriptions that do not match the language they already know. As a matter of fact, school still values traditional grammar over other variants of Brazilian Portuguese (PB), despite of what linguistic research says. Basic education can only meet the advances linguistic research has achieved as teachers are made aware of the problems and debates behind PB teaching in schools and perform the Didactic Transposition of this knowledge properly. This work aims to analyze the path a linguistic object of knowledge walks from academia, where it emerges, to school’s classrooms and to identify where along this path teachers may act in order to combine the knowledge presente in students’ I-Language to those already taught in PB classes. To meet that aim, we have selected two phenomena from PB: unaccusative and unergative constructions and synthetic passive voice, so that we are able to enrich reflections on the structure of the I-Language from students and teachers and to understand how they interact in the classroom. Through those phenomena, we were also able to analyze the contradictions present in PB speakers’ I-Language as a result of acquiring and learning spoken and written grammars and to present an activity that will introduce those topics in school, promoting a critical and scientific reflection on their mother tongue.