Conceptions of linguistic analysis in the initial education of Portuguese teachers

Abstract

This article addresses the conceptions of teaching and learning linguistic aspects present in activities of linguistic analysis elaborated by undergraduate students of a course in Languages (Portuguese and English) of a public university in the south of the Brazil. The rubrics herein analyzed are composed by 8 (eight) sets of activities of linguistic analysis, which were created by the students for the discipline of Supervised Practice on Portuguese Language Teaching. Our theoretical and methodological framework is based on the theoretical studies that initiated the reflection on linguistic analysis and language teaching in Brazil during the 80s (GERALDI, 1984, 1997; FRANCHI, 1991), as well as on recent researches in the area (MENDONÇA, 2006; REINALDO; BEZERRA, 2013). On the one hand, the analysis showed a conception of linguistic analysis that emphasizes language in use and a more reflective perspective of language. On the other hand, it showed that the traditional discourse of Portuguese language teaching was salient in some activities. Thus, the analysis points out not only towards advancements, but also towards retrospection, once it is possible to notice a process of assimilation of new demands on language teaching at school, but, at the same time, the reproduction of traditional grammatical patterns and practices.