Livros didáticos de língua portuguesa: uma análise da perspectiva do ensino de advérbios

Abstract

The present work aims to analyze the treatment given, in textbooks for 6th to 9th grades, of the Portuguese Language, to adverbs, in the collections The adventure of language, Portuguese: languages and Tecendo Linguagens, seeking to discuss the convergences and divergences between the textbooks analyzed and to relate the convergent and/or divergent points between the analyzed material and the literature that deals with the teaching of Portuguese grammar. This questioning about the convergences and/or divergences in the three collections analyzed/compared to each other and in relation to the literature that deals with the teaching of grammar in the Portuguese language occurs, considering that during the four years of the Licentiate in Letters, much was discussed , in most subjects, on teaching that focuses on the development of communicative competence. However, there was also a lot of discussion about the issue of mechanical activities involving the teaching of grammar in basic education: didactic proposals that only lead the student to the temporary memorization of nomenclatures of linguistic elements in isolated sentences, out of context and, even, that they present varieties of writing whose meaning does not come close to the students' linguistic or encyclopedic level or reality. From this, we chose to analyze the occurrence of the adverb class in the three collections, considering that this is a grammatical class whose definition of traditional grammar is not always consistent with its effective use in textual productions. Thus, we seek to analyze which conception of language and grammar teaching of the Portuguese language is present in the selected textbooks, seeking to understand whether what the book proposes to present is consistent with the activities present in it. For this, we also based on the presentation of the books belonging to the three collections. Therefore, this work intends to make a counterpoint between what the literature points out about how the teaching of Portuguese grammar should be/is expected to be and what is effectively found in the lessons and activities present in sixth-grade textbooks. to ninth years of the selected collections. I believe in the importance of this analysis, because textbooks can help – positively or negatively – in the education of students and even teachers.