Práticas de análise linguística ou teoria gramatical? : uma investigação sobre livros didáticos de ensino médio adotados no município de Maringá-PR

• Ano de defesa: 2016
• Autor(a) principal: Correa, Rhaysa Ricci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Livro didático; Ensino e aprendizagem; Ensino médio; Língua portuguesa; Gramática; Análise linguística; Intertextualidade; Brasil.; Textbook; Portuguese language; Grammar; Linguistic analysis; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4330

Consolidated as a fundamental instrument for mediation between the instances that produce knowledge and the pedagogical process, systematizing and didacticizing the knowledge of students in training, Portuguese language textbooks constitute an important resource on deepening content and disseminating teaching concepts and methodologies. However, when it comes to the native language teaching-learning process, according to the official documents governing the laws of Brazilian education, the effective practices on teaching native language are still in a context with few modifications. Antunes (2003) notes that the pedagogical scenario reveals scarce changes when it comes to the teaching-learning process of practices on use and reflection of the language: the Linguistic Analysis. This practice, described by the official documents of education almost thirty years ago should, since then, be contained in the Textbooks, which would take Linguistic Analysis as an aid for use and reflection of the language in classroom. However, in our school experience, although we could identify evidences of Linguistic Analysis in some didactic collections, the majority even mentioned it, insisting on a structural grammatical or normative approach. Based on this concern and considering the official documents guidelines for the realization of the Linguistic Analysis practice, combined with the grammatical teaching, we investigated in this research how the internal Portuguese Language aspects are treated in the two textbooks collections adopted in Maringa-PR, for Secondary School, in 2015: Portuguese languages, by CEREJA & MAGALHÃES, and Portuguese: context, interlocution and meaning by ABAURRE, ABAURRE & PONTARA, both published in 2008. We checked if such collections propose to students linguistic analysis exercises that combine reading, writing and grammar, or conceive grammar as an end in itself. The exercises investigation is due to the fact that they effectively constitute in moments of interaction between the book author and the student, under the teacher mediation. Our theoretical framework is based on the Linguistic Theories assumptions and theoretical-methodological assumptions of Neves (2000), Castilho (2012), Antunes (2003), Mendonça (2006) and Camara Jr. (2004). We also sought aid in official documents - National Curricular Parameters (PCN in Portuguese), laws, guidelines and resolutions that deal with the subject. Our research results show that the LA practiced in TB is quite shy, because there is a grammar teaching overlapping the language teaching. Comparing the two collections, we found that the collection B presents more coherence between what states in the teacher's manual on the use and reflection of the Portuguese language and what effectively are proposed in exercises. In this collection, the language is seen in constant transformation. The methodology used is based on the induction and the language worked depends much more on the student reflection, produced by interaction in various social situations. The textual production, literature and grammar are encouraged, with texts being used as a teaching object and worked in its original form and meaning.