Reading and semantics issues in the teaching of Portuguese: convergences and divergences between Brazil and Cape Verde

• Autor(a) principal: Nogueira, Sônia Maria
• Data de Publicação: 2024
• Outros Autores: Leite Di Iorio , Patrícia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Confluência
• Texto Completo: https://revistaconfluencia.org.br/rc/article/view/1365
• topic: Portuguese language teaching; Reading; Semantics; Lusophony; Ensino de Língua Portuguesa; Leitura; Lusofonia; Semântica

We understand the textbook as a privileged place for the perception of linguistic identity, is it a space for lusophone reflections? This research will present an analysis of reading strategies, especially those related to semantic issues analyze identity points in Portuguese language teaching in Brazil and Cape Verde. Therefore, we have selected “Português: conexão e uso”, 7th grade: elementary school final grades, by Dileta Delmato and Laiz B. de Carvalho (2018) – Brazil, and “Língua Portuguesa: por novos caminhos”, 7th grade, by Margarida Santos and Rosa Santiago (2020) – Cape Verde. As methodological preliminaries, we will use the postulates of Köerner (1996) and Batista (2013), taking into account the context of the period; the description of the textbooks analyzed, in which we will focus on reading strategies (SOLÉ, 1998) and, in these, on the semantic issues (MARQUES, 1996),looking for similarities and divergences of identity (BRITO, 2013). In this way, we aim to contribute to the understanding of Portuguese language teaching based on Lusophone identity in both countries.