Estudo e uso de ter, haver e existir no Ensino Fundamental: uma proposta de aprendizagem colaborativa

Abstract

This dissertation presents a collaborative learning proposal (BEHRENS, 2004; TORRES and IRALA, 2014,) for the study and use of the verbs ter, haver and existir in the 7th grade of Elementary School. Linguistic studies point to a preference for the form ter in existential constructions in orality (CALLOU and AVELAR, 2000; DUTRA, 2000; DUARTE, 2003; VITÓRIO, 2010), but at school, the student comes to know the use of the verbs haver and existir based on the description of normative grammars. A didactic mediation is suggested that facilitates the student to get in touch with the various possibilities of existential constructions and learn to use them in oral and written contexts. It starts with the continuous orality-literacy (BORTONI-RICARDO, 2004, 2005a) through a circuit with the textual genres fanfic, meme, cartoon and short story. The main objective of the proposal, therefore, was to present a teaching proposal that leads students in the 7th year of Elementary School to consciously use the verb forms ter, existir and haver distributed in a continuum of linguistic variation that contemplates orality and writing of Portuguese as mother tongue. The hypothesis that guides the circuit is that the study and use of these verbs, in Elementary School, must be associated with the student's language and the textual genres of orality and writing. The collaborative learning approach was related to aspects of the active methodology of language teaching (MORAN, 2015) to support the idea that the mother tongue teacher can act as an agent of mediation of the learning of the mentioned verbs, presenting the possibilities of uses in writing and orally. The student will be the agent of this pedagogical action through which he builds and applies the knowledge learned.