Didatização de conhecimentos linguísticos em livro didático de ensino médio

Abstract

The Portuguese language textbook assumes a prominent presence in the classroom and is often used as the only material to develop the contents and activities. Considering its importance for teachers and students, this research proposes to examine the activities proposed in terms of reflection and analysis on the language proposed by the textbook adopted in a high school. Specifically, we investigate the relevance of such activities in relation to traditional grammar teaching or to the perspective of Linguistic Analysis Practice. In order to carry out our study, we are theoretically based on specific documents and authors, like PCNEM (BRASIL 2006), Mendonça (2006), PNLD/2018, Bezerra e Reinaldo (2013) that point to "appropriate teaching" forms of the language in use, according to these sources, and from there to verify the offer of contents and activities present in textbooks. Methodologically, we opted for a qualitative approach that deals with the interpretations of social realities, from texts and interviews as analysis data. We verified, among the results, questions that reinforce the existence of the traditional form of teaching in the textbooks being purely grammatical and without any reflective / expressive purpose confirming the statement of the PCNEM (BRASIL, 2006) that characterize the teaching of Portuguese Language in High School as "an expression classroom in which students can not express themselves".