Portuguese Language Teaching in Guinean Elementary School

Abstract

The discussion around the Portuguese language teaching in Guinea-Bissau has become frequent, because, despite being the official language, Portuguese is not the everyday language, which makes its teaching a very complex process. The teaching that we are dealing with here refers not only to the practices of teachers within classrooms, but also to the teaching materials themselves that guide the practices of teachers. Therefore, in this work, we seek to analyze, through the didactic material História dos avós: caderno de exercícios, 4º ano, the teaching of Portuguese in Elementary School in Guinea-Bissau. That is, from this material, we tried to focus only on the way in which the grammatical activities were presented in the book for the teaching process. For this, we carried out documentary research with a qualitative approach, based on the writings of XXXXX (2021); Here (2019); Bucket (2013); Antunes (2003). The analyzes showed that the didactic material is dedicated to decontextualized and fragmented grammatical exercises, focusing on the divisions of nominal and verbal groups, verb conjugations, synonyms and antonyms, adjectives and pronouns. With this, we realize that the teaching of Portuguese in Guinean Elementary School, from the textbook, is based on the traditional perspective, focusing on normative grammar as the center of activities, preventing the student from developing communicative competence.