Ampliação de vocabulário no ensino fundamental : experiências de interação entre estudantes e comunidade.

Abstract

Portuguese language classes in Elementary School, as well as the textbooks used, pay little attention to issues of orality and vocabulary expansion, essential aspects for the development of students capable of reading, understanding and producing oral and written texts with the necessary skill not only in Portuguese language classes, but also in the other subjects they access, in addition to the need to master such skills in everyday social life. Thus, the general objective of this dissertation is: To reflect on the expansion of vocabulary in the Final Years of Elementary School, through the mediation of the teacher, from interaction experiences carried out by students and the community of the Agripiniano Barros Municipal School, in Salvador-BA. The specific objectives are: 1) To contextualize the teaching of Portuguese Language in Elementary School, considering the school and social contexts in this path; 2) To reflect on the relevance of teaching the lexicon and vocabulary expansion in the teaching of PL for Elementary School students; and 3) To demonstrate that the teaching practices developed at the Agripiniano Barros Municipal School reflect positively on the expansion of the vocabulary of Elementary School students, in direct articulation with social interactions with the community where the school is inserted. The methodology used is located in the field of qualitative research, more specifically in the use of action research, as a way to identify and propose the solution of a problem that affects an individual or a social group. The results point to the realization of a pedagogical action that, supported by the theoretical assumptions of Cognitive Linguistics and the laws regulating teaching in Brazil and Bahia, achieved good results in the learning processes of new words, the need to understand their meanings and synonyms and the possibility of using these words in different contexts. In addition, the need to expand research in Elementary School is pointed out, especially from teacher-researchers, who know the daily reality of the school and thus can reflect and develop theories closer to this reality.