BATISTA, M. A.; http://lattes.cnpq.br/6316968307967474; BATISTA, Maria Alvany.
Resumen:
The discussions proposed in this paper arise from the observation of how the teaching of certain grammatical contents are approached in the Portuguese Textbook of the final years of elementary school, more specifically of prepositions. At this level of teaching, working with grammar in the classroom continues a daily challenge for teachers, in relation to the categorization of words, that is, the study of word classes, since it is necessary to explore the following criteria: functional, morphological and semantic. The Portuguese Language Textbook is also a strong presence in the classroom and, in most cases, is seen as the great centralizer of the activities developed in classroom. Based on this observation and the teaching criteria of morphology, this research has as its general objective to analyze if the study of prepositions in the textbook is centered in the metalinguistic perspective or if it is worked in a reflexive way, through epilinguistic activities, considering the effects of meaning that these linguistic elements produce in the act of interloction. Therefore, we based our research theoretically on structuralism, in the conceptions of language and grammar, bringing the studies of Saussure (2012 [1916]), Câmara Jr (2015), Travaglia (2009, 2011,2013), Possenti (1996) and Koch (2018). For forwardings and suggestions on teaching grammar considered an integral part of the syllabus of the Portuguese language textbook we took as reference Franchi (2006), Vieira and Brandão (2011). It is a documentary research with a descriptive character and a qualitative approach. The corpus of the research consists of two books: the Portuguese Language textbook approved by the National textbook plan (PNLD 2020) Tecendo linguagens: língua portuguesa, by Tania Amaral Oliveira and Lucy Aparecida Melo Araújo and, the second book adopted by some private schools, the ninth edition of the seventh year of the collection titled Português linguagens by Willian Cereja and Carolina Dias Vianna, published by Editora Atual in 2018. The analysis took place through observation regarding the teaching practices of grammar of the Portuguese language textbook: one focused on the intense articulation between the axes of Normative Grammar, privileging the explanation of concepts, classifications and subclassifications, according to the rules of the standard variety of the Portuguese language and the second work proposal that follows the line of an approach that seems committed to awakening in the student the systematic learning of the language in a productive and operational way, through activities that favor communicative intentions. From that, we propose, here, forwarding through suggestions of linguistic, metalinguistic and epilinguistic activities, to expand the study of the grammatical category of preposition. It should be noted that the didacticethodological proposal presented in this work is intended to complement, subsidize the pedagogical work of Portuguese Language teachers.
