Algumas provocações sobre a práxis dicionarística de cunho escolar no ensino básico brasileiro.

Abstract

This article aims to problematize a tendency, still in force in the country, of underutilization of the school dictionary in teaching practices of Portuguese language teachers who work in Basic Education in its different phases and cycles, reducing it, only, to a regulatory instrument use of spoken and written language. Such view is rooted in a reductionist paradigm of the handling of lexicographic text in the school that perceives the school dictionary only, with the function of presenting specific meanings and official spelling of a given word. As a result of this reflection, going in the opposite direction to the concept of dictionary impartiality, this article defends the idea that activities with school dictionaries, in Brazilian Basic Education, need to be less intuitive and more systematic, performed when possible, always in a critical and reflective way, based on a training (initial and / or continuous) that allows the teacher a better knowledge and a more effective pedagogical use of the lexicographic text in Portuguese language classes.