PROPOSTAS PARA O ENSINO DA DISTINÇÃO ASPECTUAL DOS TEMPOS PRETÉRITOS DO PORTUGUÊS

Abstract

This article aims to present two didactic sequences for teaching grammatical tense and aspect, above all, of the past tense forms of the Portuguese indicative – pretérito perfeito, pretérito imperfeito and pretérito mais-que-perfeito. The reflections presented are based on the perspective of Formal Semantics and present notions of grammatical aspect (Klein, 1994) and lexical aspect (Vendler, 1967). The proposed activities were based on the methodology of active linguistic learning, as seen in Pilati (2017). The didactic sequences, presented in the form of workshops, sought to contribute not only to a linguistic reflection around aspectual inflection, but also to an understanding of the temporal organization of events caused by the aspect. To achieve these reflections, a semantic understanding of the distinction between perfeito and imperfeito was proposed beyond the opposition completed versus not completed and, then, a reflection on the meaning of anteriority expressed by the pretérito mais que perfeito.