A hierarquia nas orações subordinadas e coordenadas como forma de ensino de coerência, coesão e organização textual no ensino fundamental II anos finais

Abstract

The compound sentence is an important tool in the learning process of textual coherence and cohesion. However, it is observed that textbooks do not follow a specific order when addressing the teaching of subordinate clauses and coordinate clauses. Upon noting this lack of hierarchy, this study aimed to investigate whether there is a preference, even a minimal one, followed by textbook collections, as well as theoretical studies that advocate an order in this approach. Thus, the question that guided this research was: Can the prioritization of a hierarchy in the order between subordinate clauses and coordinate clauses, in textbooks, influence the teaching of compound sentences aimed at students in the final years of Junior High School (Middle School)? In this perspective, skills from the Brazilian National Common Curricular Base (Base Nacional Comum Curricular short for BNCC – 2018) were related to the order of approach of this content in some textbook collections. It was possible to verify that, among the collections analyzed, there is a preference for prioritizing the study of coordinate clauses and that this is in accordance with the approach models of linguistic/semiotic analysis skills of the BNCC. However, this pattern contradicts findings that advocate starting this analysis through subordination, which would make comprehension clearer for students.