The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?

Detalhes bibliográficos
Autor(a) principal: Ferreira Lima, Maria Auxiliadora
Data de Publicação: 2020
Outros Autores: Silva, Rodrigo Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Confluência
Texto Completo: https://revistaconfluencia.org.br/rc/article/view/449
Resumo: This research aims to analyze how two Portuguese language textbooks from the 6th grade middle school (Tecendo Linguagens e Apoema) approach the relationship between the linguistic categories tense and aspect. The research has as a starting point the discussions about those categories in light of the Enunciation perspective based on Benveniste (2006), Flores (2013), Travaglia (2016), among others; and about mother tongue teaching, supported by Possenti (1996), Antunes (2007), Bagno (2001), and Neves (2003). The matter analyzed were the author’s viewpoint about language and grammar in each textbook, as well as the examples and questions’ statements referring to the categories. Furthermore, a comparison was made between the two books, which pointed out similarities addressing the activities to identify verbal tenses, and differences regarding the categories’ approach, thus while the book Tecendo Linguagens prioritize more formal questions, favoring the tense category, the textbook Apoema also elicits reflections about the aspect category, besides the formal tense approach, and meaning making.
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spelling The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?A relação entre as categorias tempo e aspecto e o ensino de língua portuguesa: como fazem os livros didáticos?Tense. Aspect. Textbooks. Language teaching.Tempo. Aspecto. Livros Didáticos. Ensino de língua.This research aims to analyze how two Portuguese language textbooks from the 6th grade middle school (Tecendo Linguagens e Apoema) approach the relationship between the linguistic categories tense and aspect. The research has as a starting point the discussions about those categories in light of the Enunciation perspective based on Benveniste (2006), Flores (2013), Travaglia (2016), among others; and about mother tongue teaching, supported by Possenti (1996), Antunes (2007), Bagno (2001), and Neves (2003). The matter analyzed were the author’s viewpoint about language and grammar in each textbook, as well as the examples and questions’ statements referring to the categories. Furthermore, a comparison was made between the two books, which pointed out similarities addressing the activities to identify verbal tenses, and differences regarding the categories’ approach, thus while the book Tecendo Linguagens prioritize more formal questions, favoring the tense category, the textbook Apoema also elicits reflections about the aspect category, besides the formal tense approach, and meaning making.Este trabalho objetiva analisar como dois livros didáticos de Língua Portuguesa de 6º ano (Tecendo Linguagens e Apoema) abordam a relação entre as categorias linguísticas tempo e aspecto. A pesquisa parte da discussão sobre tais categorias à luz da perspectiva da Enunciação, baseada em Benveniste (2006), Flores (2013), Travaglia (2016) e outros, e sobre ensino de língua materna, fundamentada em Possenti (1996), Antunes (2007), Bagno (2001) e Neves (2003). Analisou-se a visão de língua e de gramática das autoras em cada obra, como também os exemplos e os enunciados das questões referentes às categorias. Além disso, fez-se um comparativo entre os dois livros, o que apontou semelhanças quanto às atividades de identificação de tempos verbais e diferenças quanto à abordagem das categorias, pois enquanto o livro Tecendo Linguagens prioriza questões mais formais, privilegiando a categoria tempo, o livro Apoema, além da abordagem formal de tempo, suscita reflexões quanto ao aspecto e os sentidos produzidos por ele.Liceu Literário Português2020-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://revistaconfluencia.org.br/rc/article/view/44910.18364/rc.v1i60.449Confluência; 2021: Issue 60; 511-548Confluência; 2021: Número 60; 511-548Confluência; 2021: Número 60; 511-548Confluência; 2021: Número 60; 511-548Confluência; 2021: Número 60; 511-5482317-41531415-740310.18364/rc.v0i60reponame:Confluênciainstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://revistaconfluencia.org.br/rc/article/view/449/275Copyright (c) 2021 Maria Auxiliadora Ferreira Lima, Rodrigo Alves Silvainfo:eu-repo/semantics/openAccessFerreira Lima, Maria AuxiliadoraSilva, Rodrigo Alves2022-02-13T03:40:04Zoai:ojs.emnuvens.com.br:article/449Revistahttps://revistaconfluencia.org.br/rcPUBhttps://revistaconfluencia.org.br/rc/oairevistaconfluencias.psd@id.uff.br||2318-45581678-7145opendoar:2022-02-13T03:40:04Confluência - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
A relação entre as categorias tempo e aspecto e o ensino de língua portuguesa: como fazem os livros didáticos?
title The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
spellingShingle The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
Ferreira Lima, Maria Auxiliadora
Tense. Aspect. Textbooks. Language teaching.
Tempo. Aspecto. Livros Didáticos. Ensino de língua.
title_short The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
title_full The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
title_fullStr The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
title_full_unstemmed The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
title_sort The relationship between tense and aspect categories and the teaching of the portuguese language: how do textbooks do it?
author Ferreira Lima, Maria Auxiliadora
author_facet Ferreira Lima, Maria Auxiliadora
Silva, Rodrigo Alves
author_role author
author2 Silva, Rodrigo Alves
author2_role author
dc.contributor.author.fl_str_mv Ferreira Lima, Maria Auxiliadora
Silva, Rodrigo Alves
dc.subject.por.fl_str_mv Tense. Aspect. Textbooks. Language teaching.
Tempo. Aspecto. Livros Didáticos. Ensino de língua.
topic Tense. Aspect. Textbooks. Language teaching.
Tempo. Aspecto. Livros Didáticos. Ensino de língua.
description This research aims to analyze how two Portuguese language textbooks from the 6th grade middle school (Tecendo Linguagens e Apoema) approach the relationship between the linguistic categories tense and aspect. The research has as a starting point the discussions about those categories in light of the Enunciation perspective based on Benveniste (2006), Flores (2013), Travaglia (2016), among others; and about mother tongue teaching, supported by Possenti (1996), Antunes (2007), Bagno (2001), and Neves (2003). The matter analyzed were the author’s viewpoint about language and grammar in each textbook, as well as the examples and questions’ statements referring to the categories. Furthermore, a comparison was made between the two books, which pointed out similarities addressing the activities to identify verbal tenses, and differences regarding the categories’ approach, thus while the book Tecendo Linguagens prioritize more formal questions, favoring the tense category, the textbook Apoema also elicits reflections about the aspect category, besides the formal tense approach, and meaning making.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaconfluencia.org.br/rc/article/view/449
10.18364/rc.v1i60.449
url https://revistaconfluencia.org.br/rc/article/view/449
identifier_str_mv 10.18364/rc.v1i60.449
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaconfluencia.org.br/rc/article/view/449/275
dc.rights.driver.fl_str_mv Copyright (c) 2021 Maria Auxiliadora Ferreira Lima, Rodrigo Alves Silva
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Maria Auxiliadora Ferreira Lima, Rodrigo Alves Silva
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Liceu Literário Português
publisher.none.fl_str_mv Liceu Literário Português
dc.source.none.fl_str_mv Confluência; 2021: Issue 60; 511-548
Confluência; 2021: Número 60; 511-548
Confluência; 2021: Número 60; 511-548
Confluência; 2021: Número 60; 511-548
Confluência; 2021: Número 60; 511-548
2317-4153
1415-7403
10.18364/rc.v0i60
reponame:Confluência
instname:Universidade Federal Fluminense (UFF)
instacron:UFF
instname_str Universidade Federal Fluminense (UFF)
instacron_str UFF
institution UFF
reponame_str Confluência
collection Confluência
repository.name.fl_str_mv Confluência - Universidade Federal Fluminense (UFF)
repository.mail.fl_str_mv revistaconfluencias.psd@id.uff.br||
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