Abordagens de ensino de gramática em exercícios de livros didáticos de língua portuguesa do ensino médio

Abstract

This study had as purpose investigate the approaches of grammar teaching in exercises from text-books of Portuguese Language to High School, analyzed and approved for the National Program of Text-Books (NPTB; Brazil) and for the National Program of Books for High School (NPBHS; Brazil) to distribution in Brazilian state schools. To place this research in the field of Applied Linguistics we considered authors as Celani (2000), Almeida Filho (2011) and Moita Lopes (2011). To show how the history of grammar has an influence in the way grammar is taught until nowadays, we built a historic line of grammar based in Neves (2002) and Manini (2009). We studied the theories in Halliday, McIntosh and Strevens (1974), about the productive, prescriptive and descriptive grammar. From these approaches we identified grammar conceptions in many others authors (POSSENTI, 1996; NEVES, 1997, 2002, 2006, 2012, 2013; ANTUNES, 2003 and 2007; BUNZEN & MENDONÇA, 2006; TRAVAGLIA, 2006 and 2007; MARTELOTTA, 2010), as also the considerations about linguistics analyses in Geraldi (1997), Franchi (2006) and Bezerra and Reinaldo (2013). To achieve the objective of this study, we analyzed two collections of text-books of Portuguese Language, which were: Novas Palavras, from NPBHS 2009, and Português: contexto, interlocução e sentido, from NPTB. We established the equality between the three approaches of grammar teaching we said before and also which these approaches (1) lead to use the standard Portuguese (prescriptive approach), (2) develop the skill to understand and to produce texts (productive approach and “others approaches”) and (3) develop the skill to reflect and to think about the language (descriptive approach).