Abstract:
This article discusses the paragraphing teaching based on the analysis of teaching of two teachers from the 5th year of the public school system in Pernambuco. To this end, it was performed an interview and ten Portuguese Language classes of each one were observed. Both in the statements and in classes, the teachers used/mentioned various dimensions of paragraphing teaching: 1) Reflective Dimension; 2) Knowing how to make it Dimension; 3) Knowing how to speak Dimension; 4) Prescriptive Dimension. However, the data showed that both teachers had, in practice, difficulty to enhance the planned activities, because they planned good proposals, but could not hold a mediation that favor the construction of knowledge by the students more effectively. In addition, one of them prioritized the paragraphing teaching in a more spontaneous way, as only four times the paragraphing was discussed/mentioned in her classes. These data showed that teaching practice can contemplate different dimensions of paragraphing teaching, that, together, collaborate to student learning, but teaching mediation is a crucial factor for the activities to be really an enhancer of knowledge construction.
Keywords:
grammar; teaching; teaching practice