Um olhar sobre o uso de plataformas digitais no ensino e aprendizagem de gramática.

Abstract

This Master’s Thesis aimed to investigate the teaching of grammar in the contemporary school context through the articulation of different grammatical conceptions and the use of digital platforms from a media literacy perspective. In light of recurring criticisms of traditional grammar instruction, characterized by normative, prescriptive, and decontextualized approaches, the study proposes a reflection on more dynamic, interactive, and meaningful pedagogical practices mediated by digital technologies. The objective was to analyze Portuguese language teachers’ views on grammar teaching and the use of the digital platforms Kahoot! and Wordwall, seeking to understand their potential, limitations, and challenges in the teaching-learning process. Methodologically, the research is characterized as qualitative and exploratory, grounded in a literature review and the implementation of a focus group with four teachers working in the final years of elementary education (6th, 7th, 8th, and 9th grades). The results indicate that, although grammar instruction remains predominantly oriented toward normative practices, the teachers recognize the potential of digital platforms to foster student engagement, incorporate playful elements into classroom activities, and support a more reflective and descriptive approach to language. However, challenges were identified, including insufficient continuing education focused on media literacy, structural constraints, and the need for intentional pedagogical planning. The study concludes that the critical and conscious integration of digital technologies can contribute to the re-signification of grammar teaching, provided that it is articulated with conceptions of language that value usage, linguistic variation, and social language practices.