Reflexões sobre a aula de Língua Portuguesa na educação básica

Abstract

This article consists in a search, whose the theme is the classroom. Initially, we sought to characterize the class of a general point of view, a perspective of educational theorists. Subsequently, we sought to characterize the Portuguese language class in an attempt to articulate educational theorists and linguists. From the study, it was found that the class requires a special attention as it is effectively in that particular school context, which is implemented the construction of teaching knowledge, / professionals (knowledge, skills, abilities, skills and intellectual habits skills ) and human ( emotional, ethical aesthetic). We sought to characterize, in a very detailed way, the constituent aspects of the educational process that interfere with classroom management ( objectives, content system, learning activities, learning strategies, organization of educational environment - resources, time and space, survey , student-teacher ratio ), which highlighted the complexity of the process of managing the classroom. It was found that, in language teaching, language is both instrument and object, since the class should include a paper on the language in order to provide students the opportunity to broaden their knowledge of the language and know how to use it appropriately in different situations of everyday life. It was observed that the lesson of this discipline is constituted as an enunciative event, in which issues of social, historical, institutional, personal influence in ways to propose and participate in school activities, the institutional, personal in class shows how the relate to different subjects language. In class, the teacher seeks partners and this movement is emerging that allow interactions to understand the forms of meaning content and language itself. It was found that the link between education and linguistics can provide important signals for the Portuguese language classes are dimensioned in a theoretically grounded pedagogical perspective