THE SHORT STORY AS A CENTRAL ELEMENT IN THE TEACHING OF THE PORTUGUESE LANGUAGE: A PROPOSED TEACHING PATH

Abstract

For a long time, the teaching of Portuguese has used textual genres merely as a pretext for teaching the naming and classification of grammatical categories, in contrast to curricular guidelines that conceive of the text as the central focus of pedagogical work. Therefore, this study aims to analyze how the short story can be didactized in a way that favors the development of textual, interactional, and grammatical competencies, without resorting to mechanical activities of grammatical identification and classification. The analysis is based on authors such as Antunes (2007), Bakhtin (2003; 2004), Marcuschi (2008), and Rojo (2005). Qualitative research was adopted as the methodological approach (Paiva, 2019), which made it possible to understand and describe the didactic path of narrative text genres, as foreseen in the National Common Curricular Base (BNCC) and the Curricular Document for Goiás – Expanded (DC-GO Ampliado), in order to present a proposal that conceives the short story as central to the classroom. The results indicate that, in Portuguese language teaching, the teacher should select short stories appropriate to the students' age group and develop sequenced activities that articulate the four language practices. In this sense, it is expected that this research will present the didactic path that the teacher can follow to work with the short story genre in a meaningful way.