Linguistic analysis practices in mother tongue teaching: presentation of a proposal for the elaboration of school exercises for high school

Abstract

In recent years, the teaching of mother tongue has been the subject of debates to review postures in the promotion of pedagogical practices more concerned with the development of different literacies. Many didactic works and proposals were developed and, in a certain way, had repercussions in the classroom, mainly in what concerns reading and writing. However, there are difficulties in working with linguistic knowledge in a way that is more applied to the social use of language, which can be seen in some teaching materials and in the practice of teachers. Thus, from a social-interactionist perspective of language, this article aims to contribute to the existing debate by presenting a proposal for the development of school exercises for the practice of linguistic analysis in high school, in which grammatical phenomena/elements and their effects of meaning are analyzed, without being bound to nomenclatures or classifications. Developed in this way, practices linguistic analysis contributes to the construction of critical subjects who, through systematic reflection, use the resources of language to act in their various historical and social contexts.