Análise de um livro didático de língua portuguesa: ensino tradicional de gramática versus gêneros discursivos e análise linguística

Abstract

In this paper, we discuss the influence of textbooks on traditional grammar activities in classrooms, and the possibilities of using them to potentialize activities based on the perspective of the discourse genres on the teaching of linguistic analysis in Portuguese language classes. We mainly aim at describing and analyzing how activities proposed by the textbooks are arranged and how they are related to contemporary theories and assumptions. Thus, we based our work on the concepts of language (BAKHTIN, 2009; CHOMSKY, 1957; 2006, among others), the theories of discursive genres (BAKHTIN, 2011; FARACO, 2009) and the linguistic analysis teaching (FRANCHI, 2006; GERALDI, 1997). We also discuss some aspects of the use of textbook in classroom (CORACINI, 1999; LAJOLO, 1996) and, finally, we present the textbook Project Teláris, used in this study. Therefore, we conducted a qualitative documentary research (GIL, 2010; SILVA; MENEZES, 2005). The data collected and analyzed suggest a masking of traditional activities, which are named with terms from contemporary linguistic theories, but, for the most part, fall into the explicit teaching of grammar and thus move away from the theories of discourse genres and linguistic analysis and direct teaching to a plastered and grammatical work.