THE SEMANTIC MISMATCH AND ITS IMPLICATIONS IN TEACHING OF PORTUGUESE LANGUAGE

Abstract

Based on studies within the cognitive sciences (Tomasello, 2003; Francis and Michaelis, 2002; Fillmore 1986), this article will present ways that help students identify the generating conflict. It is common that, during this identification, mismatches happen, that is, a failure in the process of interpretation. The misconception about the term conflict is recurrent, justifying the need for recognition of the semantic mismatch. Observations made in the school environment revealed that teachers do not know the subject, generating practices that disregard the mismatch. In this way, a mediation will be offered that offers ways to avoid it. It is hoped that the contributions of this research will help teachers to recognize and avoid semantic mismatch.