Abordagem didática para a análise linguística do conto “a moça tecelã”

Abstract

In recent decades, many changes occurred in the way to understand education and language. Starting from an interactionist vision, a review of the work inside the classroom was proposed. In relation to the Portuguese language teaching, it implied in bringing the work with genres to the practice's center, in a way to approach the classroom with the student’s everyday. Besides the reading and writing activities that took on a discursive and more concrete feature, the teaching reflection on language was rethought. In place of the traditional methodology of grammar teaching, theorists and official documents (PCN, DCE) point the Linguistic Analysis method as desirable and effective. Thus, in thiswork, a reflection about possible applications of Linguistic Analysis work to the Short Story “A moça tecelã”, by Marina Colasanti is being proposed. As in an interactional perspective the work with language happens imbricated with reading and writing work, a didactic sequence in which text comprehension activities are developed was proposed. These activities culminate in a reflection on how certain expressions construct meanings (epilinguistic activities) and how these resources can be classified and systematized by grammatical theories (metalinguistic activities).