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DOI:http://dx.doi.org/10.26855/er.2018.04.004

Reflexive Teaching of Linguistic Knowledge: An Epistemological and Methodological Challenge

Date: April 24,2018 |Hits: 2800 Download PDF How to cite this paper
Maria Auxiliadora Bezerra, Maria Augusta Reinaldo
Universidade Federal de Campina Grande (Federal University of Campina Grande), Brasil
Corresponding author: Maria Auxiliadora Bezerra, Ph.D.

Abstract

Research on Applied Linguistics, in the beginning of this century, gives support to the study of language practices in varied social contexts, oriented by several disciplinary fields. This tendency is reflected on the form of approach to language in school con-text, suggesting the change of focus previously established on rules to the focus on language in use, in order to describe resources, procedures and practices of common use. This paper aims at discussing the challenges of reflexive teaching of language facts, favouring the knowledge of Brazilian Portuguese characteriscs from the observ-er’s point of view, free from prescriptions. Academic work published since 1990 (when the influence of linguistic studies related to uses speakers make of language started to get to Brazilian schools) up to the present days (when books that consider the need to reflect upon language at school following a metalinguistic support, are published) was analyzed. Didactic books approved by the Programa Nacional do Livro Didático [Na-tional Textbook Program] from 2015 to 2017 were also analyzed. Results show that teaching applies both, contributions from the TG, when linguistic units are analyzed morphosyntactially, and from linguistic studies, when spoken and written texts are analyzed. Theoretical syncretism reflects the challenges in Brazilian Portuguese teaching: epistemological (teaching based on theories that coexist) and methodological (teaching based on repetition and knowledge transmition in activities on reflection, demanding analysis of how language works and of its metalinguistic classification.

References

 

How to cite this paper

Reflexive Teaching of Linguistic Knowledge: An Epistemological and Methodological Challenge

How to cite this paper: Bezerra, A. M., Reinaldo, A. M. (2018). Reflexive Teaching of Linguistic Knowledge: An Epistemological and Methodological Challenge. The Educational Review, USA, 2(4), 253-267.
http://dx.doi.org/10.26855/er.2018.04.004
Full Text: PDF  DOI: 10.26855/er.2018.04.004
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