Problemas de lógica e o aspecto pontual do Pretérito Perfeito Simples (PPS) no ensino de espanhol para brasileiros: uma produção didático-pedagógica

Abstract

Nowadays, many language teaching materials, such as the Spanish language, obey content standards governed by the Common European Framework of Reference for Languages (CEFR), which sometimes do not contemplate the real needs of learners of Foreign Languages (FL) from Brazil. One of the preliminary and recurrent difficulties in learning Spanish for Brazilians is the functioning of verb tenses, especially the use and values of past tense in the indicative mode (MATTOS, 2002; PONTES; DUARTE, 2018). In this sense, the understanding of the characteristic punctuality of the verbal aspect in the Past Perfect Simple (PPS) can be part of these initial impediments in Spanish language. This work has as a general objective the proposition of the adapted use of the game mode "logic problems" as an auxiliary tool in the explanation of the punctual aspect as a parameter of transitivity of the PPS in Spanish. From the methodological point of view, it is a qualitative research that has as theme the elaboration of didactic material. More specifically, it is an optional didacticpedagogical production, composed of a tutorial with games, aimed at teachers of Spanish as a Foreign Language (SFL). The methodology used considered carefully the recommendations on the use of playfulness in a school context addressed by scholars such as Almeida (2003), Antunes (2001a, 2001b, 2003, 2014), Macedo et al. (2000), Batllori (2018) and Meirieu (1997). In addition, the planning of such production was based on the Instructional Design model ADDIE (Analysis, Design, Development, Implementation and Evaluation), of which the first three phases correponding to the conception of the didactic materials were used: analysis, design and development. At the end of these phases, we obtained a pdf material graphically simple, without ostensible visual adornment, but with significant potential for functional verification in real contexts of application of elective materials in the teachinglearning of SFL. In conclusion, some improvements and modifications are suggested to be outlined in later works.