Análise da abordagem gramatical no livro didático de língua portuguesa do 8º ano do ensino fundamental.

Abstract

The textbook is one of the main instruments of work of the teacher and has a crucial role in the Brazilian educational system, principally in the public school system. Following the constant changes of society over the years, it reflects the cultural aspect, social and political of this society, which is implied in all its content. Knowing that, your process of choice must be given following education policies aimed at quality training that aim an quality formation, since all information contained it him must to contribute in order that your readers have access to knowledge that make possible their insertion and effective participation in the environment in which they live. So, the purpose this work is to analyze the treatment given to grammatical competence by the textbook of the 8th year of Elementary School. Therefore, initially we understand the concepts that guide grammatical competence and contextualized grammar. Then, we investigated whether there was the exploration of grammatical competence in the textbook of the 8th year of Elementary School; and later we describe how this grammatical competence is worked comparing with the theoretical reference constructed. We had we had as theoretical foundation the grammar contextualized from Travaglia (2009), Antunes (2003/2007), the National Curricular Parameters (PCN) (1998), without disregarding the other authors that follow this same direction and that they helped us in the theories that substantiated the construction of our work. This is a descriptive and quantitative-qualitative documentary research. As a research universe we had the four textbooks of the collection Singular & Plural: Leitura, produção e estudos de linguagem. Within this universe, we selected as corpus of analysis the book of the 8th year destined to the students of the fundamental education II. Our analysis categories were with based the grammar of the Portuguese language based on the main theoretical perspectives approached in our literature review. The result of the analysis pointed that 84% of the activities of the textbook work the grammar fully contextualized, which corresponds to 100 activities, and 16% work partially, corresponding to 19 activities. From the qualitative analysis, we have signaled two proposals: the first that works the grammar fully contextualized, providing the reflection of the thematic from the exploitation of the genre evidenced, and the second one that works the partially contextualized grammar, considering that it brings three textual genres and only two of them are properly exploited, and the attention given to the grammatical content approached is very summarized when compared to other grammatical approaches in this textbook.