Da tradição gramatical à prática de análise linguística: o substantivo em livros didáticos de ensino médio.

Abstract

The study of linguistic units in Brazil has been marked by profound changes since the 1980‘s when, in academic studies, grammar tradition was gradually being substituted for a description and reflection on the language manifested in texts produced by language users in authentic interactive contexts. The changes taking place in the Academy have influenced teaching, especially the production of textbooks, and have been included in official documents (PCN and OCEM) and ruled in the National Textbook Programme (PNLD). Our interest in this study is to investigate the didactic transposition of the noun content found in Portuguese language textbooks (LDP) used in secondary schools within the span of three consecutive decades. We also tried to compare their approach with the changes occurring in the academic circle, as mentioned above. The general objective is to observe how the noun is treated in a collection of textbooks. The specific objectives are: 1) to analyse the theoretical trends embedded in the presentation of the textbook contents; and 2) to analyse the methodological trends in those textbooks. The data were composed of 4 collections of textbooks – written individually or in co-authorship – between 1987 and 2010. Due to the corpus nature, this study can be considered documental (MOREIRA; CALEFFE, 2008; GIL, 1991), descriptive and interpretativist (MOITA LOPES, 1994, DENZIN; LINCOLN, 2006), and also qualitative (CHIZZOTTI, 2008). We see the textbook as a historical source (LE GOFF, 1997) and a document of public dominion (SPINK, 1999). Two theoretical bases support our dissertation: one based on traditional studies (CUNHA; CINTRA, 2007; BECHARA, 2004; SACCONI, 1994; ROCHA LIMA, 1992) and functionalist as far as the noun is concerned (NEVES, 2011; 2000; KOCH, 2009, 2008. 2004a; 2004b; CASTILHO, 2010; AZEREDO, 2008) and another referring to aspects related to didactic transposition (LEITE, 2007; PETIJEAN, 2008 [ 1998 ]; HALTÉ, 2008 [ 1998 ]). The data analysis showed us that the didactic transposition in the noun content presents fluctuation of tendencies in the textbooks investigated. As to the theory, the authors seem to gradually move away from the grammar tradition and are directed to the functionalist perspective of language teaching. However, this movement is not made on the methodological plan, since the authors maintain the traditional approaches in the four collections. We believe that this contraposition comes from the complex forces exerted on textbook production. On the one hand, the Academy and the official documents try to foster a change. On the other hand, there is the maintenance of traditional practices legitimated by society. Besides, there is even business interest on the part of textbook publishers. These factors indicate the authors‘ apparently contradictory posture as well as their diffuse convictions and practices in their performing the didactic transposition of the noun.