Aspectos morfossintáticos do português: reflexões sobre a prática docente e a formação do professor pesquisador

Abstract

This article relates to the training practice of Portuguese language teachers with an emphasis on the symbiosis of knowledge and practice of morphosyntactic aspects of Portuguese, and to some extent, questions the role of grammar in Portuguese language classes and the importance of the morphosyntactic level for teacher education. This work primarily seeks to reveal successful practice based on the approaches of the morphology of classes course, taught in the first semester of 2025, in a Portuguese Language program at a public university in the state of Paraíba, and promotes reflection on how consistent theoretical-methodological foundations regarding morphosyntactic aspects of Portuguese allow us to recognize that, as a teaching practice, working with grammatical issues should not be limited to itself, but should foster the development of reading and writing skills in basic education. This study is largely guided by the theoretical contributions inscribed in classic linguistic functionalism and by authors who focus on investigating linguistic analysis in the context of teaching in basic education (Santos and Lebler, 2021), (Bezerra and Reinaldo, 2020). As a result, the work achieves a reflection on the relevance of morphological-syntactic knowledge and its articulation between teacher training, research, and extension.