Entre âensino de gramÃticaâ e âanÃlise lingÃÃsticaâ: um estudo sobre mudanÃas em currÃculos e livros didÃticos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study sought to investigate the treatment given to the âgrammar teachingâ or to the âlinguistics analysisâ in curriculums and didactic books in the Portuguese Language field, analyzing changes, especially didactic ones, in relation to the old teaching of school grammar. To do so, we considered aspects of two theoretical models regarding school knowledgeâs â the didactic transposition and the history of academic disciplines â, as well as theoretical conceptions regarding the âgrammar teachingâ or âlinguistics analysisâ in school. We examined, based on the analysis of categorical thematic content, the following documents and didactic manuals: National Curricular Parameters (1st and 2nd and 3rd and 4th cycles), curriculums from the state of Pernambuco (1st to 4th grades and 5th to 8th grades) and of the city of Recife (1st to 8th grades); Didactic Books Guide of the Didactic Book National Program â PNLD (1996-2007); three collections of didactic books from 1st to 4th grades (approved by PNLD 2007 and most solicited by the public schools of Pernambuco). The results demonstrate that, if some of the âknowledge textsâ used a new terminology towards the didactic axis designated as âgrammarâ, others maintained this denomination. When the conceptualized âgrammarâ or âlinguistics analysisâ, they mentioned the conceptions of the ânormativeâ, âdescriptiveâ and âinternalizedâ grammar or conceptualized âlinguistics analysisâ as an activity that takes the very language as the object of study. As for the teaching objectives, the curriculums and the PNLD guides tended to consider that the didactic text served to the development of reading/listening capacities and production of oral and written texts. The didactic books on the other hand, established goals that were more related to the mastering of the grammar or the language themselves. We also observed that the âknowledgeâs to teachâ considered that the didactic axis of the mother language should be treated in the same articulated manner. There was, in all of the curriculums, criticism towards the tradition of school grammar teaching, however, in the guides and in the books, they did not show this in an explicit manner. If the Guides took into account the favoring of the metalinguistic reflection as one of the criteria for the analysis of the didactic manuals, the curriculums and didactic books didnât always clearly admit the necessity of a systematic reflection, explicit and conscious about the language, in school. As for the contents, we verified that the curriculums tended to advise that they were selected based on the necessity of the students. There was, specially in the curriculums of initial grades, a larger investment in the indication of textual and argumentative knowledgeâs, however, in the didactic books, the âoldâ grammar contents share the stage with the ânewâ contents of âlinguistics analysisâ. In the Guides, the various language dimensions were considered. As for the didactic treatment, we observed that the curriculums tended to propose a reflection of student texts or of âgood authorsâ. The guides on the other hand, opted for a methodology based on induction. When we examined the collections, we found, in some of them, little âanalysisâ activities, the case of âtraditionalâ contents. However, we verified, also, a non-expressive investment on the âconceptualizationâ and on the denomination. We observed that the âletterâ, the âwordâ and the âtextâ were privileged linguistic units. In the teaching of the âword classesâ and âorthographyâ, we found two main innovations: the use of texts and the tendency of the non-presentation of âreadyâ information. However, in the exploration of âtextual genre characteristicsâ, the collections used âdidactic textsâ and transmitted information regarding the genres. The results of this study suggest that the âknowledgeâs to teachâ, especially the ones present in didactic manuals, are the result of a complex combination between tradition and innovation

ASSUNTO(S)

ensino de gramÃtica currÃculos linguistics analysis grammar teaching anÃlise lingÃÃstica mudanÃas didÃticas didactic books didactic changes livros didÃticos curriculums educacao

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