Context

The proper use of the Portuguese language is a fundamental skill in our lives, both personally and professionally. In order to communicate our ideas, feelings, and thoughts clearly and effectively, we need to understand the different structures and verbal forms that Portuguese offers us. One of these structures is the Negative Imperative, a verbal form used to express orders, advice, suggestions, invitations, and even prohibitions in a more forceful manner.

The Negative Imperative is of great importance in our daily lives, especially when we want to give orders or make prohibitions. Its special grammatical structure allows us to express actions we do not want to be performed in a direct and firm manner. Therefore, mastering this term enhances our ability to express negations clearly and directly in everyday conversations.

Understanding the Negative Imperative not only allows us to better interpret texts and conversations but also helps us express ourselves more efficiently. This project aims to deepen students' understanding of this form through practical and fun activities that stimulate teamwork and text analysis.

For the development of this project, students can rely on educational materials such as the book 'Portuguese: a proposal for high school teaching' by William Roberto Cereja and Thereza Cochar Magalhães, available in the school library. There are also free online resources, such as the website Brasil Escola, which contains specific sections on the Negative Imperative, with examples, exercises, and simple and direct explanations. Additionally, the YouTube Channel 'Português em Foco' also has videos on the topic that can help in understanding the concepts.

Practical Activity

Activity Title: 'Don't Step Out of Line: A Game About the Negative Imperative'

Project Objective

To provide students with a practical and playful experience in order to make learning about the Negative Imperative more interesting and effective. Students should learn to identify and use the structure correctly, as well as recognize its importance in everyday communication.

Detailed Project Description

The activity will consist of a self-created board game called 'Don't Step Out of Line.' Teams will create a board, cards, and game rules based on the Negative Imperative.

Required Materials:

• Cardboard or thick paper for the board creation
• Colored cards for challenge cards
• Markers, colored pencils, stickers for decoration
• Dice for movement in the game
• Pieces to mark the players' positions on the board (can be small objects or drawings on thicker paper)

Step-by-Step Guide for Activity Execution:

1. Form groups of 3 to 5 students. Each group will be responsible for creating a board game.
2. The groups should create a board where players will advance based on the dice roll. The spaces on the board should contain challenges or activities related to the Negative Imperative.
3. Challenge cards should contain sentences where the Negative Imperative should be applied. Examples include: converting a sentence from affirmative imperative to negative imperative, identifying errors in the use of the negative imperative in a sentence, etc.
4. The game rules should include clear instructions on how the movement on the board will take place, how the challenges on the cards should be solved, and what the consequences are for correct and incorrect answers.
5. After creating the game, the groups will exchange boards and play another group's game. The members of the group that created the board will be responsible for validating the challenge answers in the game.
6. At the end of the activity, each group should write a report containing details about the game creation process and how the experience of playing the game created by another team was.

Project Deliverables

Students must deliver the created board game and a written report. The report should be structured as follows:

1. Introduction: In this section, students should contextualize the project theme (Negative Imperative), explain the relevance of the theme, and the project's purpose.

2. Development: Here, students should describe the game creation process in detail. This includes: the selection of challenges and rule creation, how the teamwork process was, and how they applied the concept of Negative Imperative in the project development. Additionally, the experience of playing another group's game should be included: what they learned, what the challenges were, and how they managed to solve them.

3. Conclusion: Finally, students should reflect on what they learned from the experience, how the project helped in their understanding of the Negative Imperative, and the importance of teamwork. The conclusion may include possible improvements to the game and ideas for future similar projects.

4. Bibliography: In this section, students should include all sources consulted to learn about the Negative Imperative and to conceive the project, including books, websites, videos, etc.

The board game and the report must be delivered within a week after the project introduction. Presentations will take place in the following week.