Estudo sobre o ensino da análise linguística na última década: panorama do impacto da virada pragmática no livro didático de português

Abstract

This study has as its focus the teaching of linguistics analysis in first language in the second elementary school cycle. We start with the question of how linguistic theories, post the pragmatics turn, come to the classroom and influence grammar teaching modes. This reflection appeared due to the misunderstanding of some tutoring students about grammatical categories and their relationship with the everyday linguistic usage, that is, the students did not recognized the "school language" as their own language. From this, it has become inevitable to ask to what extent the studies, which came after the pragmatics turn, are applied in basic education reality. One way to study the issue is the Portuguese textbook, considered thus one way to improve the theoretical and methodological approach for the practice of teaching and learning. It was made a comparative investigation plan considering a period of ten years, a significant period of time so that upgrades could have been done in the selection of content and work proposals. Thereby, the aim of this study is to investigate how the teaching of linguistic analysis has changed over the past decade and how it has incorporated the changes that resulted from a discursive perspective of the language, according to what we can observe in the Portuguese Textbook Guide, of the National Textbook Program (PNLD), on one hand, and in the Portuguese Textbook itself, on the other. To achieve this aim, we carried out a qualitative analysis of the corpus, the Portuguese Textbook Guide, of PNLD (elementary school), correspondent to the years of 2005, 2008, 2011 and 2014 and the textbook collection Português: linguagens (present in all of the PNLD analysed issues), as representative of how and how much the changes on the principles and selection criteria of the PNLD may have influenced the production/design of the Portuguese textbook. The results show that in ten years the PNLD improved the understanding of the discourse/pragmatic work with the linguistic knowledge and consequently the perspective and analysis procedures. This can be seen by the way the "evaluation form" from the latest PNLD, in which the analyzed axis must be considered as a whole, and not as separated and enclosed categories. Thereby, there is a refinement in the comprehension of the concepts that were the basis for the elaboration of PNLD and how effectively they apply (may apply) via the Portuguese textbook. This material, despite claiming, in the Teacher Manual, an innovative dimension of grammar teaching practices, focusing on textual and discursive approach, is still very attached to the traditional approach. The phrasal level is the most recurrent both in the presentation of concepts and in the activities proposed in the "The language in focus" section. However, we can see that there are attempts to bring the textual level and the level of discourse in the activities proposed. It is noticed that the proposed textual, semantic and discourse reflection becomes more correct and recurring over the years, in most cases. Still, when it comes to studying the grammatical content selected by the collection, as the subject, for example, the metalanguage on the phrasal level is highlighted. This indicates that there are difficulties in carrying out in textbook the teaching of grammar that favors the use of language in real practices of verbal interaction.