Análise Linguística-Atividade Meta e Epilinguistica em Livro Didático

Abstract

This study aims to investigate how metalinguistic and epilinguistic analyses are approached in certain activities from two high school third-year textbooks: Português Trilhas e Tramas (2016) and Se liga nas linguagens – Português (2020). The objective is to determine whether the content promotes a practice of linguistic analysis—a pedagogical approach aligned with the interactionist perspective, which emphasizes teaching Portuguese through reflective actions, rather than mere grammatical classification. This bibliographic study is grounded in the works of Geraldi (1984), who pioneered research on Linguistic Analysis; Franchi (1980), who introduced the concept of epilinguism based on enunciative linguistics; and Mendonça (2006), who distinguishes between grammar teaching and instruction based on linguistic analysis, offering a categorization of both. The object of study, therefore, consists of activities that foster linguistic analysis through questions exploring meta- and epilanguage.