PARADIGMS AND CONCEPTS OF TEACHING PORTUGUESE LANGUAGE: EXPERIENCES IN THE FINAL YEARS OF ELEMENTARY EDUCATION

Abstract

Based on classroom observation in the final years of Elementary School, this article aims to analyze the influence of teaching paradigms in Portuguese Language classes. The methodology was based on a qualitative research approach of the case study type. Observations were carried out in Portuguese Language classes in an 8th grade class of Elementary School II, of a full-time state school, in the city of Campina Grande - PB, from July to September of 2024. The corpus analyzed consisted of notes made in the field diary, a photo of the classroom board, a photo of the teacher's schedule, printed material handed out by the teacher, a photo of the teacher's textbook and the Pedagogical Political Project or PPP. The activity analyzed includes reading and linguistic analysis (LA), the reading model is socio-discursive and the AL tendency is innovative. These trends/models show that there is a combination of the conversational and complexity paradigms, since the teaching practice adopted presents a technical approach in some situations, but in others presents a holistic approach. Therefore, although the conservative paradigm predominates, it was possible to have the presence of the complexity paradigm, that is, there is great complexity in the Portuguese language teaching process.