LIMA, E. F.; http://lattes.cnpq.br/6841096432332421; LIMA, Evanielle Freire.
Abstract:
The lack of lexical awareness in students is a factor that directly influences the difficulty
in developing reading and writing skills. This is a result of the limited space given to the lexicon
in both academic research and in elementary school curriculum. On the other hand, the
Teacher's Notebooks, didactic sequences provided by the Program Escrevendo o Futuro, are,
in this sense, viable alternatives for the work with innovative practices of linguistic analysis
with a focus on the lexical system. In this research, we are interested in knowing: what underlies
the guidelines given in the OLP Teacher's Notebooks for teaching the lexicon? Thus, the general
objective of our work is to investigate how the OLP Teacher's Notebooks treat the teaching of
the lexicon. To achieve this goal, we need to: a) describe the orientations of the Textbooks
related to lexical knowledge; b) recognize the conceptions of lexicon found in these
orientations; c) identify the perspectives of language analysis teaching underlying these
orientations of lexical teaching; d) make comparisons between the conceptions of lexicon
adopted and the teaching perspectives to which these conceptions direct. Our research is based
on linguistic studies (BEZERRA; REINALDO, 2021), lexical studies (BIDERMAN, 2001;
ANTUNES, 2012, 2018; NEVES, 2020) and Textual Linguistics studies (KOCH, 2003, 2015;
MARCUSCHI 2008, 2012). Regarding the characterization of our research, it has a
documentary nature and a qualitative approach, using deductive method and following a
descriptive purpose (GIL, 2008; MASCARENHAS, 2018; PRODANOV; FREITAS, 2013).
The results indicate possibilities for expanding the work with the lexicon in the classroom and
substantiate the importance of the presence of reflections on lexical knowledge in teaching
programs. The materials analyzed provide subsidies for a productive lexical teaching.
