O estudo da variação lexical em livros didáticos de português do ensino médio do PNLD 2021.

Abstract

In the school context, one of the pedagogical instruments for the study of the Portuguese language is the textbook, which, as Antunes (2012) indicates, could bring a more appropriate approach to the study of the lexicon. Bagno (2007) highlights that there have been some advances in textbooks when it comes to the study of linguistic variation and, in our case, specifically lexical variation. According to the author, there is still a long way to go before we have an adequate approach to these linguistic phenomena, which we associate, in this dissertation, also with the lexical scope. This studyemerges from the need to verify the lexicon study approach in Portuguese language textbooks that are used in public school, in secondary education, and that have been approved by the PNLD 2021. Therefore, we seek to understand the treatment of lexical variation in the high school Portuguese language textbook. We also seek to analyze the knowledge objects related to the activities proposed by textbooks that address lexical variation, identify the lexical concepts present in high school Portuguese textbooks, as well as detect the perspectives of linguistic analysis in the textbook based on of exercises that explore lexical variation. All of this based on activities that address the topic of lexical variation. In this way, we hope that our work contributes significantly to the approaches improvement made in textbooks regarding the study of lexical variation, so that the lexicon is understood as something dynamic and that needs to be seen in a context and in its varied forms. Therefore, this qualitative research was developed, according to Mascarenhas (2014), Prodanov and Freitas (2013) and Chizzotti (2006), of a documentary nature, according to Gil (2008), Mascarenhas (2014) and Prodanov and Freitas (2013), and also of a descriptive nature, corroborating Mascarenhas (2018). In our theoretical foundation regarding linguistic variation, we are anchored in Labov (2008)[1972], Bortoni-Ricardo (2004; 2005; 2014), Faraco (2015), Bagno (2007); regarding the lexicon, we are based on Biderman (1987; 1998), Neves (2020), Antunes (2009; 2012), Polguère (2018); on linguistic analysis, we are based on Bezerra and Reinaldo (2020), among other scholars. The research consisted of analyzing activities that address lexical variation in textbooks. We used the textbooks, “Interação Português” - Portuguese Interaction, by Sette et al., (2020) and “Linguagens em interação: língua portuguesa” – Languages in interaction: Portuguese language, by Chinaglia (2020). The choice of textbooks is justified by the fact that they are new books, approved and used by PNLD 2021. After carrying out the analysis, we concluded that these textbooks develop work with lexical variation taking into account the student's knowledge, also highlighting themes related to the links between language, society and culture, as well as the contexts of use in which it is possible to relate word and reality.