Uso e sistematização das classes de palavras – substantivo e adjetivo: a teoria e análise linguístico-gramatical aplicada aos estudos morfológicos – proposta de criação de material didático

Abstract

The aim of this study is to reflect on the language which is explicited and conducted by the links of education, through grammar (explicit or implicit). We analyze the usage and systematization of classes of words – noun and adjective in the theoretical context of grammars Bagno (2011), Castilho (2012), Cunha and Cintra (2007), Perini (2013), Neves (2012) and Travaglia (2009), in a collection of textbooks Porta Aberta – 1st to 5th grade and in the speech of mother tongue teachers in order to check how the exposure of those grammatical content (nouns and adjectives) occurs in those manuals; also investigating how such contents are exposed and how are founded on more current language studies. As theoretical framework we have the theory of complexity of Edgar Morin (2008);So, our methodological starting point cannot be closed or restricted, since the reality, both theoretical and practical, to be searched, is clearly complex and requires a mature and open posture. And also the exploratory researches involving bibliographical studies. Therefore we use as a methodological starting exploratory and bibliographic researches, Gil (2010) says that the exploratory researches have as main purpose to develop, clarify and modify concepts and ideas. Triangulation is also part of our work because we found that, in a complex paradigm, this approach indicates the combination of different methods, study groups, local environments and time, and different theoretical perspectives in the treatment of a phenomenon (FLICK, 2007); It is understood, yet, in our research as a strategy for the validation of results, to be connected to qualitative methods. Thus, the grammar teaching in the mother tongue education in the early years of elementary school, lacks philosophical grounding in the aesthetic dimensions, ethical and pedagogical, what complexity theory also accepts as a basic principle. At the end, we verified the lack of articulation, disconnection, between language studies and practices carried out in the school environment.