Abordagens da oração subordinada substantiva nos exercícios e nas orientações para o professor em livros didáticos de Língua Portuguesa do Ensino Médio

Abstract

This paper aims to analyze the approaches of the noun clause in exercises and guidance for the teacher, if there are any, of two Portuguese-Language textbooks approved by the National Textbook Program 2018 for distribution in public high schools, all over Brazil. To this end, we rely on Halliday, McIntosh and Strevens’ (1974) grammar teaching approaches, as well as in their echoes found in other authors. The collections analyzed are adopted in public high schools of the state school system of Ceará – Brazil, and were as follows: Português: língua e cultura, by Faraco (2016); and Novas Palavras, by Amaral et al. (2016). To achieve our goal, we analyzed the exercises of noun clauses in each textbook, as well as the teacher's guidance on this grammatical topic, when there were such guidelines. The results show that the authors of Novas Palavras are aware of the current discussion, in the field of Linguistics, about the teaching of grammar, which makes them try to balance the prescriptive, descriptive and productive approaches, as well as to guide the teacher on how to work with the grammatical content addressed in the unit under study. On the other hand, we found out that the author of Português: língua e cultura worries about the balance between grammar teaching approaches, but it is flawed in the guidance given to the teacher, limiting itself to announcing the content of the unit / chapter under study in the part of guidelines to the teacher.