A STUDY OF THE SUBJUNCTIVE WITH ACTIVE LANGUAGE LEARNING AND ITS IMPACT ON ELEMENTARY SCHOOL STUDENTS' READING AND WRITING

Abstract

This article deals with the teaching of the subjunctive mood (Ferrarezi Junior, 2023). This work is part of a series of studies being developed at PROFLETRAS, specifically with regard to the teaching of grammar, variation, and teaching. The main objective is to present the results of a PROFLETRAS Master's research project that was developed in three sixth-grade classes at a public school in the state of Rio de Janeiro. Specifically, the aim is to present the activities developed for teaching the subjunctive mood, together with a description of the practice, and to describe the results obtained, pointing to the change observed in student performance (Santos, 2025). To this end, we first present the theoretical concepts related to topics connected to the theme – norms, variation, meanings. Part of the theoretical contributions of Vieira (2018), from the theoretical-methodological perspective of Active Language Learning (Pilati, 2017, 2024) articulated with Visible Learning (Andrade, 2021), which consider the development of students' intellectual autonomy through teacher mediation. The results indicate that, through visualization and reflection, students achieved a deeper understanding of the subjunctive forms, leading to a higher frequency of use, according to the context, and an expansion of their linguistic repertoire. Finally, the concluding remarks are presented, in which the proposal is revisited and the importance of the process of teaching and learning grammar, which is more visible and profound for teachers and students, is noted.