A concordância nominal e variação no ensino fundamental: perspectiva do livro didático

• Ano de defesa: 2021
• Autor(a) principal: Nascimento, Jeferson Silva do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Concordância nominal; Apagamento do s; Variação linguística; Livro didático; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/25786

This work consists of analyzing, from a documental and bibliographic approach, two textbooks of Portuguese Language, specifically from the 9th grade of Elementary School, one from the collection “Se liga na Língua” (ORMUNDO and SINISCALCHI, 2020), and another from the “Português: Linguagens” collection (CEREJA and CAROLINA DIAS, 2020), both approved by the National Book and Didactic Material Program (PNLD), in 2020. Our objective is to analyze the treatment given to the subject nominal agreement, based on situations that allow students to learn about the diversity of our language, as it is a way of subsidizing reflections on the uses of the language in some contexts of the oral modality and mainly in writing. In our data, we found that the teaching focused on this focus is flawed, especially in one of the collections that does not present any approach related to the topic nominal agreement, object of study of this research. However, for us, it was evident that the second collection, although presenting some exercises that favor metalanguage, constitutes a very useful instrument for the teacher's work, since part of the exercises are related to the proposal of reflective grammar, or that is, it is perceived that the authors guide a mediating practice in the teaching and learning process in order to lead the student to reflect on the functioning of the language. Thus, the results of these observations lead us to conclude that, although there are activities that allow a reflection on the language and, consequently, on the linguistic variation, the reflective teaching of our object of study is not effective in all the books of our corpus. It is evident, therefore, that there is still no significant adequacy of the content studied in relation to the guidelines of the BNCC. In order to achieve the proposed objective, the work of some researchers dedicated to the study of the Portuguese language was essential: Antunes (2007), Brazil (1998 and 2016), Bagno (2000 and 2012), Campos e Rodrigues (2002), Carvalho (1997), Costa (2008) , Bortoni-Ricardo (2003, 2004, 2005), Faraco (2007), Geraldi (2006), Lopes (2001), Ludkee and André (1986), Martins (2010), Possenti and Ilari (1992), Scherre (1994, 1997, 1998), Soares (2016), Tarallo (1986), Travaglia (2003 and 2004) among others.