Substantivo em ação: desenvolvimento de habilidades de análise linguística mesmo com quem (ainda, infelizmente) não sabe ler

Abstract

The latest results from official evaluations, specifically the National Literacy Assessment (ANA) and the National School Performance Assessment (ANRESC), popularly known as Prova Brasil, reveal a persistent gap in the teaching of reading in Brazil: students are entering the final years of Elementary School still unable to read and comprehend simple texts. This situation contrasts with the guidelines established by the National Curriculum Parameters (PCN) and the Common National Base (BNCC), which are official documents advocating a contextualized approach to grammar teaching in the Portuguese Language curriculum. From this dichotomy arises our concern: how to develop linguistic analysis skills in students with low reading comprehension? Aiming to overcome this challenge, this action research (Azevedo; Freitag, 2020) forged its objective to develop a didactic resource to work on the skill of classifying nouns using playful and multimodal resources. This proposal was implemented in a 6th-grade class at Manoel Sizino Franco Municipal School, located in the City of Laranjeiras State of Sergipe. The reading proficiency diagnosis of the class followed the protocols developed within the project "Impacts of the covid-19 pandemic on the language of children and adults: focus on reading development and learning," with the diagnostic protocol using a cloze test (Cardoso et al., 2024) and oral reading (Machado; Freitag, 2019), revealing low reading comprehension. Adopting a productive grammar teaching approach, as proposed by Gösrki and Freitag (2013), the didactic resource consists of a board game and cards, called "Noun in Action," mobilizing linguistic analysis through the classification of nouns as presented by Perini (2006) and Neves (2011), concepts of educational games and ludic education by Almeida (1987) and Antunes (2006), as well as linguistic analysis practices in textbooks, as discussed by Ormundo and Siniscalchi (2018). The game was specially designed for students with low reading comprehension, structured in four phases aligned with the classification order of the school's textbook. By exploring illustrated cards, students develop observation and visual analysis skills, promoting an understanding of noun concepts. Identifying traits that characterize nouns stimulates critical thinking and linguistic analysis, while the classification phase fosters debate, encouraging oral expression. The development of this activity suggests that contextualizing grammar in the learning of the native language with the use of educational games creates conditions for the development of conscious reflection on language practices, even when these students are still early readers.