O papel dos materiais didáticos no ensino de língua portuguesa em sala de aula: perspectivas funcionais de linguagem

Abstract

This research seeks to conduct a thorough investigation into how the use of Portuguese language textbooks and supplementary materials has been assisting students in the process of teaching and learning the language. Thus, the study aims to analyze the theoretical and methodological approaches adopted in the teaching materials used by a seventh-grade class in a state public school, where the research will be carried out, examining how these resources may or may not contribute to the development of students’ linguistic skills and competencies within the context of Portuguese language teaching and learning. One of the objectives of this research is to examine the relationship between the teaching of the formal written modality of Portuguese and other linguistic variants as presented in classroom teaching practices. Given this focus, it becomes necessary to identify how the teaching materials used by the teacher can contribute to language instruction. To this end, the research draws on scholars who discuss functionalist approaches to language, such as Bagno (2015), Neves (2010), Antunes (2007), and Martelotta (2022). It also includes authors like Rangel (2006) and Marcuschi (2020), who provide theoretical support regarding the use of Portuguese language teaching materials, as well as the National Curriculum Parameters (PCN – Brazil, 1997) and the National Common Curricular Base (BNCC, 2017), both fundamental to understanding the core issues addressed in this study. The methodology adopted for the construction of the research corpus will be based on a qualitative approach, consisting of a case study involving a teacher from the state public education system and the teaching materials they use or develop for Portuguese language instruction. Finally, the research aims to produce an educational product in the form of a didactic sequence entitled “The Use of Poetry in the Classroom: Reframing Didactic Proposals,” developed and implemented within the Graduate Program in Teaching and Basic Education (PPGEEB). This product will include reflections and proposed activities designed for seventh-grade students—an intermediate stage in the schooling process—who have already mastered basic linguistic structures. The activities will be developed from an interactional perspective, grounded in principles of functional grammar, with the goal of providing contributions to the professional practice of elementary school teachers.