Construção de saberes para estudo da gramática em projeto colaborativo com escola e universidade

Abstract

In this article, we investigate the negotiation of knowledge between professionals from basic and higher education, in research meetings to create teaching materials for the study of grammar. We point out challenges, tensions or conflicts established in the collaborative construction process. This is a participatory research and the data generated were submitted to a qualitative analysis. It is located on the anti-disciplinary field of Applied Linguistics, and was carried out with theoretical assumptions of

scientific education, teaching knowledge, developmental psychology and systemic- functional linguistics. The analysed data were transcriptions of interinstitutional

meetings, written reports and surveys answered by participating teachers. Initially, the results show conflicting interactions around the choice of grammatical nomenclatures, the organization of teaching materials and the didacticization of teaching objects. Subsequently, teachers appropriated a functionalist grammatical approach. The production of teaching materials contributed to the empowerment of the professionals involved. The results can help to understand the challenges of cooperative work between representatives of schools and universities, in order to innovate professional practices in the educational institutions involved.