A fraseologia na sala de aula: uma proposta com expressões idiomáticas para alunos dos últimos anos do ensino fundamental

Abstract

This research was motivated by the difficulty commonly presented by elementary school students in understanding texts due to the vocabulary restriction that compromises not only textual comprehension, but also the production of oral and written texts. It is known that the explicit teaching of vocabulary is little practiced in Portuguese language classes, unlike what happens in foreign language teaching. Thus, also in the teaching of the mother tongue, it is convenient to think of significant didactic activities that cover not only the study of words alone, but also of “words and their companions” (LEFFA, 2000) and in phrasal units, as in the case of scope of Phraseology. This work, originally conceived as an action research that intended to provide an experience of didactic intervention with 8th grade students of a public school in Maceió, underwent changes due to a new school reality due to the Coronavirus Pandemic that devastated the country in 2020, making it impossible for the author to apply it in presence. As a result of this, as a product of her research, the author presents an Activity Book with the aim of assisting the Professor in their teaching practice, aiming to increase the development of the lexical competence of students through the teaching-learning of elements of Phraseology, specifically the idiomatic expressions, also aiming at the development of the metaphorical sensibility necessary for the inferential reading. The material consists of exercises for application in meaningful and playful activities, using texts, exercises, involving phrases, blank texts, and other activities already tested and approved in foreign language teaching by the author of this proposal and perfectly adaptable to language teaching Portuguese. The theoretical basis of the research is based on authors in the area of Lexicology (Polguère, 2018), Vocabulary Teaching (Bezerra, 2004), Phraseology (Paim, 2018) and Idioms Tagnin (1989) and Xatara (2002). In order to assist in the didacticization of the proposal, the author presents, within the referred booklet, elements of theoretical foundation of the theme and nine lesson plans.