O tratamento da análise linguística em livros didáticos do ensino fundamental : uma análise dialógica

• Ano de defesa: 2023
• Autor(a) principal: Cardoso, Juliana de Paula Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Análise linguística; Livro didático; Estudos bakhtinianos; Ensino fundamental; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguistic analysis; Textbook; Bakhtinian studies; Elementary school
• Link de acesso: http://ri.ufmt.br/handle/1/7275

Some time ago, there has been a discussion about the way in which the teaching and learning of the Portuguese Language (PL) is being developed in the classroom, and one of the concerns, repeatedly, is about linguistic analysis. Our investigation aims to analyze how the work with linguistic analysis (LA), present in a collection of the Portuguese Language Textbook (PLT) for the 6th grade of Elementary School, has been incorporated over the last three decades. As theoretical foundations for our analysis, we utilize the theories of authors such as Bakhtin (2011); (Volóchinov, 2019; 2021); Bezerra (2022), Schneuwly and Dolz (1999), Silveira (2005), Marcuschi (2005); Rojo (2005); Geraldi (1984, 1995, 2002, 2006); Antunes (2003, 2007), among others. Our proposal is justified by the desire to investigate how the PLT is addressing LA activities, and whether it is based on the enunciative communicative perspective of genre didactic, considering Bakhtin's theories, and, furthermore, whether there have been changes in language teaching. This is documentary research with a dialogic analytical bias, adopting a qualitative approach, in which we are analyzing through activities related to genre teaching and linguistic analysis in the textbook "Português: Linguagens " by Willian Roberto Cereja, published by Editora Saraiva in the 2002, 2012, and 2022 edition, which was approved by the PNLD. Our analysis seeks to answer the following research questions: What are the main changes found in the analyzed books over the three decades? On what conception of language and linguistics are the textbooks based on structure linguistic analysis activities? What are the dialogic relationships between linguistic analysis activities presented in the books and the official documents in force at the time? Data analysis revealed that the practice of LA is scarcely developed, with almost no change in the treatment of activities in the textbooks, centered on a conservative perspective regarding the teaching of Portuguese Language in the elementary education of Brazil. The initial results pointed to the initial confirmation hypothesis that Portuguese Language textbooks privilege decontextualized grammar activities, as well as showing timid perspectives of a new path, more reflective about teaching, based on linguistic analysis.