O espaço de intervenção verbal do aluno nas aulas de língua portuguesa no ensino primário do 1o grau em Moçambique

Abstract

This work aims to propose a set of recommendations aimed at improving verbal interaction in Portuguese Language (LP) classes, analyzing this practice in the Mozambican school reality. With this work, we hope to make a modest contribution, providing data that allow us to understand the pedagogical practice in LP classes, starting from the observation made at the Coop Primary School and at the São Dâmaso Primary School, in 1st and 5th grade classes. The initial hypothesis, formulated, During LP classes in EP1, the space for verbal intervention of students is very limited and is limited, above all, to interventions directly stimulated by the teacher, was confirmed throughout this study based on the collected data. and analyzed in the light of a set of theoretical assumptions that fundamentally highlighted aspects related to the language class, the teaching-learning of Portuguese language in Mozambique and models of analysis of verbal intervention in the classroom. With the present study it was concluded that the interactive pattern is very stable and dominated by the teacher. The most frequent interaction occurs in “question-answer”. Students' interventions are very small and limited, with practically no space for their spontaneous interventions. The investigation leaves as recommendations the adoption of more active and student-centered teaching methodologies, valuing their verbal interventions more. The work is divided into three chapters, in addition to the introduction. In Chapter I, Methodological Dynamics, the adopted methodology and the research phases are described. In Chapter II, Theoretical assumptions, the theoretical framework is presented. In Chapter III, Verbal interaction in Portuguese language classes in primary education, the data are presented and analyzed. Finally, the conclusions and recommendations are presented