O tratamento da ambiguidade em livros didáticos de ensino fundamental

Abstract

This research aims to investigate how textbooks address ambiguity in both theoretical lessons and exercises, analyzing its incidence, the theoretical approach used, the proposed exercises and the adequacy of these contents to the guidelines of the National Common Curricular Base (BNCC). The methodology adopted is of a quantitative and qualitative nature, and consists, in principle, of a bibliographical survey supported by the BNCC itself (BRASIL, 2018), by grammars of normative and descriptive orientation, by texts in semantics, French discourse analysis and discursive semiotics. The corpus of analysis includes ten textbooks for the ninth year of elementary school from ten different collections, published in 2022 and designed under the guidelines of the current curriculum base. Subsequently, the corpus is examined, identified, and classified according to categories established based on the theoretical foundation to verify the incidence of these contents throughout the analyzed works. Next, qualitative analyzes verify how these contents are covered in textbooks and whether they are linked to BNCC skills. The results indicate that the theme of ambiguity has a reduced and irregularly distributed space in the analyzed corpus, treated mainly as a problem of linguistic use and/or construction to be corrected (A1) or as an expressive resource present in different textual genres and aimed at produce meanings (A2). Lessons in which ambiguity is worked on more specifically and in detail are isolated cases within the corpus. Therefore, the analyzes show that, in the books studied, ambiguity is a subsidiary theme and generally associated with the study of the text – considered as a central unit of Portuguese language lessons.