SILVA, C. R. G.; http://lattes.cnpq.br/3218983858804229; SILVA, Carlos Roberto Gonçalves da.
Résumé:
In the field of language teaching, the approach centered solely around grammatical work has faced longstanding criticism. This critique stems from the recognition of its limitations and the minimal effectiveness of an exclusively normative focus, especially in light of students' reading and writing abilities. A primary cause of this predicament is the insufficient attention given to the lexicon, the language system that serves as the foundational material for our interactions, as manifested in texts (Neves, 2020). Broadly speaking, the lexicon constitutes a subcomponent of language that, along with grammar, forms the linguistic system. Asserting its significance as a pivotal element in Portuguese classes is a standpoint supported by various authors, given its profound impact on students' communicative development. However, this emphasis remains somewhat restricted, particularly in didactic materials (Antunes, 2012; Travaglia, 2021). Recognizing the vital role of didactic books as essential teaching aids in primary education, and acknowledging the recent changes that have shaped the landscape of secondary education, this dissertation aims to explore the treatment of lexical selection within linguistic analysis activities designed for reading and writing functions in a Portuguese language textbook endorsed by NPTEM 2021. The specific objectives include: a) comprehending the theoretical and methodological orientations outlined in the Teacher's Manual concerning lexicon instruction and linguistic aspects; b) analyzing how activities focused on lexical selection facilitate the exploration of reading practices and textual production, particularly in literary contexts; and c) critically evaluating the pedagogical potential of lexicon exploration within each lexical selection activity, with a particular emphasis on literary texts. The theoretical foundations of this research draw from Lexicology (Antunes, 2012; Neves, 2020, 2022; Villalva; Silvestre, 2014; Neves; Lima; Bezerra, 2021), Textual Linguistics (Antunes, 2017; Cavalcante, 2016; Koch, 2021; Marcuschi, 2012), and Applied Linguistics (Bezerra, 2004; Bezerra; Reinaldo, 2020). Employing a inductive methodology with a descriptive-explanatory approach, this research utilizes qualitative data analysis. The dataset is derived from the examination of seven approved educational books. Due to the substantial number of activities involving lexical selection within literary genres, the work titled "Estações," published by Editora Ática, was selected for in-depth analysis. The analysis centers on the activities proposed to students and the guidance provided to teachers. The findings of this study indicate a higher level of quality in the treatment of the lexicon and lexical selection within the analyzed educational book, particularly "Estações." This book employs a linguistic analysis approach that fosters the development of reading and production competences. Additionally, the results suggest diverse pedagogical possibilities for extending the utilization of textbooks beyond their traditional role, encouraging their incorporation as one of several potential instructional tools.
