Manual do professor de língua portuguesa: mecanismo de política linguística na padronização do português pela sintaxe pronominal

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Kátia Cristina Cavalcante de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Políticas linguísticas; Ideologias linguísticas; Manual do professor; Padronização da língua portuguesa; Language policies; Linguistic ideologies; Teacher’s manual; Standardization of the portuguese language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21036

We defend the thesis that the Teacher's Manual (TM) in Brazilian Portuguese textbooks, often understood as a mechanism of language policies, has been collaborating since the 1970's, with the imaginary construction of the linguistic homogeneity/standardizing (ORLANDI, 2013; SHOHAMY, 2006) of Brazilian Portuguese, as in the case of pronominal syntax, spreading ideologies which are explicit or implicit (SPOLSKY, 2004; SHOHAMY, 2006) about Portuguese language and its varieties. So, we start from the following questions: which linguistic ideologies are present in TM of Portuguese textbooks? How do the TMs treat pronominal syntax in general and its specific occurrences of Brazilian Portuguese (BP) studied by specialists in specific, and what is the relation of this approach with the ideology of standardization in the language? Our objectives were: general - to unveil the TM as a mechanism of linguistic politics in the process of standardization of the Portuguese language according to the approach made on the pronominal syntax; and specifics - to investigate the linguistic ideologies of the authors in the way they approach Portuguese language and its teaching in the Teacher's Manual and its implications in the process of standardization of the language. It were also necessary concepts such as use, rule, system, standard language, language variety, linguistic purism, standardization and language teaching, discussed by authors like Coseriu (1980), Galves, (1998) Spolsky (2004), Shohamy (2006), Leite (s/d; 2006), Bagno (2004, 2009, 2012, 2019), Mattos e Silva (2000, 2012), Faraco (2016), Faraco e Zilles (2017), Vieira (2018). Our research is documental and the text corpus is constituted of 12 (twelve) TMs from different textbooks, being 6 from 7th grade and 6 from 8th grade of middle school, published between 1970 and 2012. We work with two hypothesis, the first one defended that in the Teacher's Manuals released before the PCN the ideologies related to the necessity of standardization were more explicit, since there was still no explanation in the official documents of the linguistic theories that appeared in the Manuals afterwards, which leads, in the didactic material, to practices with implicit ideologies of standardization. Such hypothesis was confirmed, as the first Manuals showed the language as an expression of thoughts and also used terms like "right/wrong" in a constant way, on the other hand, the evaluation in the most recent ones was done by the selection of contents and in the way to approach them. The second hypothesis defended that the erasing of occurrences described by the linguists as varieties did not correspond to the standard taught by the school and the language itself, as in the cases of null objects and the position of the clitic pronouns in the statement indicated the prevalence of the TMs in Portuguese standardization. This hypothesis has also been confirmed since the null object is no longer restrict to the oral form of the language and even if it were it could be approached since that the textbooks now present this form and, therefore, must pay attention to its grammar. The approach over the pronominal use has also showed standardization since it favors conservative forms which are no longer used in the Brazilian Portuguese. However, no TM worked with the idea of null object, probably because of the force of the tradition reflected on the contents followed according to the Brazilian Grammatical Nomenclature (BGN).