Livro didático de Língua Portuguesa no Ensino Médio: uma análise na perspectiva da Educação Linguística

• Autor(a) principal: Oliveira, Celina Trajano de
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39672
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA; Educação linguística; Ensino de Língua Portuguesa; Livro didático; Language education; Portuguese language teaching; Textbook

This thesis is part of the Research Line Reading, Writing and Teaching of Portuguese Language, based on the proposals of Linguistic Education (LE), of the Research Group in Linguistic Education of the Postgraduate Studies Program in Portuguese Language at PUC/ SP It presents as a theme the changes in teaching and learning proposed in high school textbooks. The objective of the research is to verify, through linguistic principles of language education, if the linguistic analysis proposed in these textbooks meets the current educational legislation. from 2022; understand if the textbook shows a concern with language education; to provide researchers with a dialogue regarding the use of textbooks and language education. The initial hypothesis is that the authors of the three textbooks analyzed have already made major changes in the language, aiming to meet the linguistic diversity existing in the country. But there is still a tendency to opt for phrases taken from literature books, or excerpts from texts, automatically, without the necessary reflection on the subject addressed, presenting only the knowledge, apparently neutral. The basis of the analysis, as a theoretical foundation, is mainly in Palma and Turazza (2014), Marcuschi (2010), Koch (2018) and Adam (2008), and the guidelines based on the Law of Guidelines and Bases of National Education and National Common Curricular Base. The corpus consists of three textbooks chosen by the researcher because they are among the books of the National Textbook Program that were published in 2020 and will be used in the three years of high school. The comparison made with the same authors who published the books in 2016. As for the methodological procedures, the chapters related to linguistics and semiotics, present in the three books, were selected for analysis and verification of how the research could contribute to society. The results point to the teaching of the mother tongue still based on traditional grammar. This fact creates a distance between the speaker and grammatical norms and a deviation between family culture and traditional pedagogical grammar. It also shows the difficulty in finding theoretical models that can help both learners-teachers and teachers-learners to use the speaker's natural linguistic domain within the classroom. Linguistic Education, which can be worked on textbooks, must be processed in the five directions proposed by Palma and Turazza (2014), the ones of oral pedagogy, reading, writing and lexical-grammatical. The efforts of the textbook authors showed that there is a search for this path, as they appropriated different textual types and diversified written and visual languages. In addition, they also sought, through social networks, alternatives that could bring the speaker closer to the pedagogical proposals