Abordagem da gramática nos livros didáticos de língua portuguesa: os parâmetros curriculares nacionais promoveram mudanças?

• Ano de defesa: 2018
• Autor(a) principal: Nascimento, Iscarlety Matias do
• Orientador(a): Fernandes, Eliane Marquez da Fonseca
• Banca de defesa: Fernandes, Eliane Marquez da Fonseca, Silva, Leosmar Aparecido da, Botelho, Laura Silveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Análise linguística; Ensino-aprendizagem; PCNs; Livro didático; Linguistic analysis
• Palavras-chave em Inglês: Discurso; Teaching-learning; Discourse; PCNs; Didatic books
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9006

The study entitled Abordagem da gramática nos livros didáticos de Língua Portuguesa: Os Parâmetros Curriculares Nacionais promoveram mudanças? (Grammatical approach in textbooks in Portuguese: Did the National Curricular Parameters promote changes?) aims to discuss grammar teaching in Portuguese language textbooks, seeking to analyze whether the National Curricular Parameters (1998) are followed in the proposal of teaching Portuguese in textbooks. To do this, we describe the document and perform an explanation about the orientation of contents in two axes: use and reflection. We highlight this organization, the practice of linguistic analysis and its discursive activities. Thus, the main interest of this study is to verify if the proposals of the PCNs are followed, thus promoting changes in a prescriptive language teaching. n order to carry out this verification, we directed our analyzes from two textbooks, one of them from1975, a material prior to the document, and the others subsequent to the PCNs and reviewed in the National Textbook Program of 2014. We consider for the analysis, to understand that Portuguese books are discursive genres. To defend this discursive view, we start with Bakhtin's theory and its circle. In addition, we also assume that the book is a support, with the intention of explaining that the texts that enter the didactic materials change of function, being seen through a didactic functionality. We also discuss the conceptions of language, language, grammar, text and teaching assumed by the authors of the textbooks. We try to analyze the books through a discursive look, considering the documentary approach of a qualitative research. Our analysis of the documents was by means of inferences that sought to reflect on the way in which the teaching of grammar is seen in the textbooks of Portuguese. The results presented lead us to believe that there were few changes in grammar teaching after the implementation of PCNs, and a traditional study prevails to the detriment of a reflexive analysis of the language in use.