A coesão nominal em livros didáticos do ensino médio: uma análise à luz do Interacionismo Sociodiscursivo

Abstract

The main objective of this work is to analyze, in the light of sociodiscursive interaction, the teaching and learning proposals of nominal cohesion in two collections of textbooks of Portuguese of the High School adopted by the PNLD - 2015. To this end, we verify if the teaching of the nominal cohesion in the textbooks it addresses the cohesive elements with function of introduction or of resumption; we also analyze whether / as the proposals for approaching activities in textbooks consider grammar classes as linguistic elements that contribute to nominal cohesion. Or if its approach is emptied in grammatical or concept-structural nomenclature. For our analysis, we discuss the contributions of Bronckart (1999; 2012), Machado (2009), Givón (1995), Dik (1978), Halliday & Hasan (1976), Apothéloz (2003) and Adam (2011). The research found that the books work the difference between anaphora and cataphora, giving, however, a more summary look at this. Also, we can see that in most questions, even if subtly, the focus is emptied in nomenclatural teaching or in the identification or internalization of concepts, that is, when one claims to be working on grammatical contents in order to build cohesion in text, it is noticed that the questions hardly explored the possibilities of construction of textual progression, limiting the forms of cohesion to substitution exercises, aiming that the student learns the grammar classes, thus evidencing a perspective that sees grammar as an instrument of cohesion, however limited.