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According to Cagliari (1996), school not part of the knowledge that the child has of its language, but of abecedrio and one speaks total unknown to the one of the pupil. To if coming across with the had language as not-standard of the individual, the school censorship and I corrected, thus limiting the creativity and expression of the pupil, who for consequence, feels itself incapable to establish a dialogue, to produce texts, thus creating a feeling of aversion for the language; generally in the community where the pupil lives the Portuguese is said of a natural form, without rules and exceptions, however, when the Portuguese arrives at the school if he complicates and the way for which it speaks starts to be ' ' missed and vergonhosa.' ' In this, he observes yourself that the school if appropriates of force of the language to leave well clearly for the pupil, through education, the place of each one in that scene and until is of the walls of that institution, and the express way as if, as if it leaves to speak, as if question and as the answers are accepted correspond to a way, not to evaluate the development of the pupil, but as one forgives reprimiz it or to approve, for saying to it that it is capable or imcompetent person. The slight knowledge preconceived on the language are maleficent and coercive in the society, because in its majority, if they use of the cultured norm to identify errors in speaks of a person if basing not on the knowledge of the same one, more in its color, religion, region etc., then, if the individual is poor, the language is poor, if it lives in a said region as been slow, the language goes to be delayed. It is not teaching only regrinhas of the grammar that the child goes to learn Portuguese; it is necessary yes to teach the grammar, but if it does not have to forget that the pupil lives in different contexts.

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