A preposição de no ensino de português como segunda língua para estrangeiros

• Ano de defesa: 2017
• Autor(a) principal: Souza, Luciere Luiza de
• Orientador(a): Ribeiro, Alexandre do Amaral
• Banca de defesa: Schlee, Magda Bahia , Meyer, Rosa Marina de Brito
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Ensino de PL2E; Preposição; Livro didático; Língua portuguesa - Preposições; Língua portuguesa - Estudo e ensino; Livros didáticos - Avaliação
• Palavras-chave em Inglês: PL2E teaching; Preposition; Textbook
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6960

Prepositions are one of the subjects that offer special difficulty to learners of Portuguese as a second language, due to the polysemic nature inherent to many of its elements, mainly morphologically simple ones. Among its class, the preposition de has been the object of many researches, probably because it is one of the most frequent and varied in romanic languages. The way this gramatical class is showed in textbooks can reinforce its difficulty, both by native and foreign language students, since the approach of the subject is based exclusively on normative grammar. In addition, there is a noticeable difficulty in the design and application of didactic materials and content fixation that appropriately represent the semantic variety that prepositions and their uses may have. This makes the treatment given to these elements, in most PL2E books, inadequate and insufficient. Based on this information, this work presents as a research proposal to analyze the syntactical-semantical character of the preposition de both in the teaching of Portuguese as a mother tongue (PLM) and the teaching of Portuguese as a second language (PL2E), to observe whether the preposition de is contemplated as an explicit content and in what form this content is presented in the PLM and PL2E books, respectively. As a sample, four textbooks were selected two PLM books (Linguagem Nova - 5th Grade and Reflective Grammar - 7th grade) and two PL2E (Terra Brasil and Muito Prazer). The choice for investigating textbooks was motivated by the author s curiosity regarding when and how, in school curricula, the preposition de is introduced. And, from the data resulting from this analysis, seek to identify possible approximations with the approaches of the preposition de in PL2E books. This work chose the descriptive-documental approach of research in a qualitative perspective of data analysis and treatment as the most adequate to its object and proposed objectives. The result of the work shows that the treatment of the preposition of PLM and PL2E textbooks is different, and that PL2E textbooks do not bring an effective, satisfactory and meaningful approach to the preposition in question