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Previous issue date: 2015-07-22 === CAPES === This paper presents a proposal of educational intervention for the study and use of the strategies of indefinite subject in elementary school, applied in classes of the eighth year of a municipal school in Rio de Janeiro, in order to make the student know and use the forms of indeterminacy in the written form of Brazilian Portuguese, depending on the level of the text monitoring. The learning activities are based on a diagnostic survey of three segments involved in the teaching-learning process: teacher, student and textbook. Regarding teachers, we applied a questionnaire in which we aimed at identifying their beliefs and attitudes in relation to the phenomenon under analysis. Regarding the students, we analyzed their answers to the exercises proposed by the textbook adopted by that school. The theoretical-methodological basis underlying the formulation of these exercises also served as the object of analysis to establish the diagnosis. The intervention proposal was based on the Continuum Model, designed by Bortoni-Ricardo (2004, 2005), specifically in continuous stylistic monitoring. As a teaching methodology, we took the collaborative learning approach (Behrens, 2013) as support. === Este trabalho apresenta uma proposta de interven??o pedag?gica para o estudo e uso das estrat?gias do sujeito indeterminado no ensino fundamental, aplicada em turmas do oitavo ano de uma escola municipal do Rio de Janeiro, com o objetivo de levar o aluno a conhecer e usar as formas de indetermina??o na modalidade escrita do Portugu?s Brasileiro, a depender do grau de monitora??o do texto. As atividades did?ticas partem de uma pesquisa diagn?stica com tr?s segmentos envolvidos no processo ensino-aprendizagem: professor, aluno e livro did?tico. Em rela??o aos docentes, foi aplicado um question?rio em que buscamos identificar as cren?as e atitudes deles quanto ao fen?meno sob estudo. No tocante aos alunos, analisaram-se as respostas dadas por eles aos exerc?cios propostos pelo livro did?tico adotado pela referida escola. A fundamenta??o te?rico-metodol?gica subjacente ? formula??o desses exerc?cios tamb?m serviu de objeto de an?lise para constitui??o do diagn?stico. A proposta de interven??o baseou-se no Modelo dos Cont?nuos, idealizado por Bortoni-Ricardo (2004, 2005), mais especificamente no cont?nuo de monitora??o estil?sitica. Como metodologia did?tica, tomamos como apoio a abordagem de aprendizagem colaborativa, desenvolvida por Behrens (2000).
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