Abordagem histórica da formação do léxico da língua portuguesa, a partir do latim: sugestão de contextualização de ensino no livro didático do 6º ano.

Abstract

The objective of this research is to make an analysis of the textbook Português Linguagens, by the authors Willian Roberto Cereja and Thereza Cochar Magalhães, for the 6th year of elementary school II student exemplar, prioritizing the importance of the teacher knowing the history of PL so that he/she can establish a contextualized PL teaching, considering the several varieties of the language. Considering that the study of the PL lexicon contributes directly to a more effective knowledge of the mother tongue. For, this issue is often not adequately addressed in PL teaching. We established as a general objective to explain the formation and composition of the PL lexicon, from Latin to contemporary Portuguese. To do so, we listed specific objectives, aiming at identifying which structures contributed to the lexical formation of the PL; to describe how the PL lexicon formation occurred in the IP after the arrival of the Romans in the 3rd century BC; to mention the contributions for the teacher about the historical knowledge regarding the lexical knowledge of the PL in the teaching practice. To propose a reflection about the history of language in the TB. To discuss, based on the official documents, in this case BCCN and PCN, the perspective of the historical study of PL. This is a bibliographical, descriptive, and qualitative research. The theoretical contribution is based on the authors Assis (2011), Bagno (2007), Comba (2002), Teyssier (2001), among others. However, it imposes the finding that after the analysis made in the TB exclusive use of this mechanism can cause gaps in the learning process of the students, because it does not address a context with respect to the process of formation of the history of the lexicon of the PL, leading students to often feel discredited for not mastering the lexical variations existing in Portuguese.