O livro didático de língua portuguesa no ensino fundamental: um estudo sobre a relação entre leitura e gramática pelo viés da análise linguística

Abstract

The development of Linguistic Analysis Practice is necessary because it is a theoretical perspective that assists in the development of teaching practices in the Portuguese Language Curriculum Component, which enables paths through which what has been proposed by the Common National Curricular Basis can be reached. Furthermore, Linguistic Analysis Practice enables a work that connects the different language practices, thus facilitating a reflective teaching that also takes into consideration the diverse realities of students, so that they are able to raise awareness of language and its various uses and meanings. As a general objective, the present study seeks “to investigate whether there are reading activities in the textbook that stimulate Linguistic Analysis and Reading”; in relation to the specific objectives, it has been stipulated “to verify signs from the Common National Curricular Basis about the work with Linguistic Analysis and Reading”; “to reflect about the relationship between Reading and Linguistic Analysis in the process of reading exploration through grammatical classes and to discuss about the importance of interlinked teaching of Reading and Linguistic Analysis for reading process learning”. As corpus, unity 1 from “Araribá Conecta” textbook relative to the 8th grade of Elementary School has been analyzed. The methodology of the research was of qualitative nature in order to understand the organization and functioning of the textbook and to assess to what extent it fulfills the proposal of presenting activities that explore texts of different genres from the textual/discursive sphere through Linguistic Analysis, with emphasis on word classes. Amongst the main authors who shall base this research stand Mendonça (2005); Bezerra and Reinaldo (2013); Koch (2015); Silva (2012), Gil (2008); Geraldi (1997) and Travaglia (2009). As a main result, it was observed that there are activities that encompass Linguistic Analysis in the observed instrument being supported by grammatical classes as proposed by the present research. It is possible to state, however, that these activities allow a more reflective immersion in text reading as long as there is an interlocution space mediated by a teacher.