From legislation to classroom practices: some reflections / Da legislação às práticas de sala de aula: algumas reflexões

Abstract

There is in educational discourse a visible incongruity between what is said/oriented and what is perceived in the form of teaching and learning in classroom. Immersed in the Education and Teaching field, this article aims at discussing the problems referred above, taking into account a qualitative view that presents, from theoretical and bibliographical analysis, a brief survey of the current teaching and learning practices and laws regulating the practice of Portuguese Language (PL) teachers (PCN, 1997; PCNEM, 2000; DCNEM, 2013), as chosen area for this discussion. The supporting voices brought for this reflection are Antunes (2003; 2014), Neves (1993), Pereira (2013; 2015), Silva and Neto (2013). the realization that there is no convergence between the documents that regulate the PL teaching by language professionals is very enlightening, and it is justified for there has been a fragmentation regarding the work with reading, text production and the grammatical reflection and, even more, because the students, in turn, also experience classroom situations where different conceptual and methodological visions come into conflict.

Keywords

• Education
• Teaching and learning
• High School