As formas de futuro nos livros didáticos de espanhol do PNLD (2012 – 2018): uma análise sociolinguística

Abstract

The purpose of the current study was to examine the Spanish future expression variation through textbooks selected according to the criteria provided by Brazilian Textbook Program (PNLD – 2012/2018). In particular, such a study concerning distinct linguistic resources, which evaluate future actions within that language, such as indicative present tense (futurate), imperfect future tense and the periphrasis [ir a + infinitive], was managed in light of the Sociolinguistics tenets adduced by Labov (1963, 1999, 2008, 2010); as well as studies with a socio-educational bias in the manner of Moreno-Fernández (1998, 2000); Coan and Pontes (2013a, 2013b); Fernandes (2017); Pontes and Nobre (2018); Brasil (2020); Vieira (2018) and descriptive of futurity, such as RAE (2010); Rojo and Veiga (1999); Orozco (2005, 2007, 2014); Matte Bon (1995, 2006); Gudmestad and Geeslin (2011); Gennari (2000, 2002); Bravo Martín (2008). In order to fulfill such desideratum, we’ve taken to be reasonable a qualitative analysis as conceived by Prodanov and Freitas (2013) and Creswell (2009), through it we examined three linguistic variants tied with Spanish futurity expression perceived in didactic collections, namely Cercanía joven and Enlaces – español para jóvenes brasileños. As for descriptive studies, we found that (i) futurity admits two interpretations: one modal and the other temporal; (ii) the frequency of distribution as for synthetic future tense is highly marked in the written modality of the language, while the occurrence of periphrasis is more frequent in orality. In addition, we found that the authors of the two didactic collections placed great emphasis on the temporal interpretation as for Spanish future expression spite of its modal interpretation. In view of this, we proposed a didactic adaptation in which both interpretations would be promptly covered.