ENSINO DOS PRONOMES PESSOAIS DO CASO RETO: PROPOSTA DIDÁTICA PARA O 6º ANO

• Ano de defesa: 2021
• Autor(a) principal: Carlotto , Sonia Cristina Zavodini
• Orientador(a): Sella , Aparecida Feola
• Banca de defesa: Telles, Célia Marques , Oliveira, Esther Gomes de , Corbari, Alcione Tereza , Oliveira, Valdeci Batista de Melo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Livro didático; Análise e reflexão linguística; Ensino; Pronomes pessoais; Proposta didática
• Palavras-chave em Inglês: Textbook; Linguistic analysis and reflection; Teaching; Personal pronouns; Didactic proposal
• Área do conhecimento CNPq: Linguagem e Sociedade
• Link de acesso: https://tede.unioeste.br/handle/tede/6056

In this thesis, we proceeded to verify the way in which the personal objective pronouns are taught in Basic Education textbooks.The focus of this study was the textbook Vem Voar Língua Portuguesa, intended for the 5th grade of Elementary School, and approved by the National Textbook Program (PNLD) to be used for four years, from 2019 to 2022, and the textbook Para viver juntos: português, also approved by the PNLD and for the triennium 2017, 2018 and 2019; both are teachers’ books, elaborated according to the National Curricular Common Base (BNCC). It started with the proposition of linguistic analysis and reflection, which followed the notions of stereotypes, markers and indicators, categories proposed by Labov (2008), focusing on the proposal of teaching and functioning of pronouns. In relation to the theoretical background, we followed the steps and referrals of studies related to researchers who dedicated themselves studying textbooks and their historical context. For discussions about teaching, school practices, linguistic analysis and reflection and epilinguistic activity, focusing on the functioning of pronouns, we followed Labov (2016), Menon (2016) and Bortoni-Ricardo’s guidance (2004; 2005), among others. We resorted to the selected textbooks that composed our analysis object for the preparation of the teaching material to be used by teachers who teach in state schools, particularly, for Elementary II. The thesis includes a part entitled “conversation with the teacher”, about theory, based on Sociolinguistics, and a didactic proposal about the personal objective pronouns, material to be implemented with the 6th grade of Elementary School. It is noteworthy that the pronouns assume the roles of persons in the discourse and these are explored in some discursive genres, in order to expose the interlocutory process that surrounds the producer of the utterance, the interlocutor and the topic addressed. It is expected to contribute to the Portuguese teaching in the final grades of Elementary School, in order to enable the student to reflect about the functioning, meaning and use of personal objective pronouns, in oral or written language.