Mediação didático-pedagógica para o estudo do vocábulo então no ensino fundamental

Abstract

This study aims to develop a proposal for didactic-pedagogical mediation, on a collaborative basis, for the study and use of the word “then”. Indeed, it is targeted at ninth-grade, middle school students of a public school in the city of Itaboraí, state of Rio de Janeiro. This study is based on linguistic studies about the use of “then”, mainly the ones about grammaticalization (e.g. Martelotta, 1996, 2004 ; Rodrigues, 2009, 2015). In addition, it investigated how the word “then” is used by teachers and textbooks. In order to accomplish the aim of this study, a ‘belief and attitude’ test was developed, and, with respect to the manner the word “then” is used, this study carried out a qualitative analysis of how “then” is described and of the proposed activities. In regards to the students’ behaviour, this study also performed a qualitative analysis of the texts produced by the students. Furthermore, part of this study was dedicated to the theoretical and methodological assumptions that support mediation. Our proposal is grounded on a linguistic approach: the continuous one (Bortoni-Ricardo, 2004), with emphasis on continuous orality-literacy, as well as on the pedagogical theory of collaborative basis (Behrens, 2013).