“O artigo concorda com o substantivo sempre?”: uma revisão da abordagem da concordância nominal de número pelos livros didáticos do PNLD (2018)

Abstract

This investigation was motivated by linguists' observations that, despite advancements in language studies, there remains a significant difficulty in reconciling native language teaching with a consistent approach that addresses linguistic differences. Although the guiding documents for language teaching adopt a polysemic view of language, challenges persist in combating linguistic prejudice and shifting away from a more prescriptive pedagogical approach. This sociolinguistically-oriented study aimed to investigate whether or not the Theory of Variation is incorporated in the treatment of nominal agreement in three high school textbooks participating in the 2018 National Textbook Program (PNLD): Português: contexto, interlocução e sentido by Abaurre et al. (2016); Novas palavras by Amaral et al. (2016); and Português contemporâneo: diálogo, reflexão e uso by Cereja et al. (2016). To achieve this, a descriptive survey was conducted of the theoretical-methodological orientations present in the three materials, aiming to identify whether linguistic variation was considered in the treatment of number agreement and to evaluate whether the proposed activities foster a reflective approach to the different uses of language. The final results indicated that, although the notion of linguistic variation is included in the treatment of number agreement, the normative bias predominates in the activities designed for linguistic analysis.