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Scientific article
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Gestos e agir didático do professor de língua portuguesa: entre o gênero textual e a gramática

Published inRevista l@el em (dis-)curso, vol. 7, p. 121-157
Publication date2015
Abstract

In this article, we present a case study that shows one of the problems faced by a teacher "how to integrate the study of gender in grammar school?", from the analysis of the school activities, the gestures and the didactic acting 1 Doutora em Linguística Aplicada e Estudos da Linguagem pela Pontífícia Universidade Católica de São Paulo. Instituição Universidade de Genebra. E-mail: carlamessias.ribeiro@unige.ch 121 MESSIAS, C. Gestos e agir didático do professor de língua portuguesa: entre o gênero textual e a gramática. Revista L@el em (Dis-)curso. Volume 7, 2015. Revista L@el em (Dis-)curso – Volume 7 / 2015 http://revistas.pucsp.br/index.php/revlael of this teacher in a situation teaching. The theoretical and methodological basis used has contributions from the Applied Linguistics (MACHADO, 2009; 2010; BRONCKART, 1999; MACHADO, BRONCKART, 2009; MACHADO; LOUSADA; FERREIRA, 2011; SILVA, 2013) and Didactic of Language (SCHNEUWLY; DOLZ, 2009). The results show the types of school activities used, the difficulties presented in the teacher's action to integrate both content and the didactic gestures that constitute the act of the teacher in this particular context. On the one hand, these results show the importance of considering the teaching context, the actors (teachers) and their experiences and educational actions as elements and objects of a continuous education; on the other hand, how to use these results in a (self) evaluation of the work and the teacher's actions in the classroom.

Keywords
  • School activity
  • Gesture and didactic acting
  • Textual genre and grammar
Citation (ISO format)
SILVA-HARDMEYER, Carla. Gestos e agir didático do professor de língua portuguesa: entre o gênero textual e a gramática. In: Revista l@el em (dis-)curso, 2015, vol. 7, p. 121–157.
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Article (Published version)
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Identifiers
  • PID : unige:84440
ISSN of the journal2175-4640
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