O tratamento do sujeito sintático nos livros didáticos de língua portuguesa: flexão linguística e proposta didática

Abstract

This undergraduate thesis research pursued to analyze the treatment given to the syntactic category of the subject by the Portuguese language textbook inasmuch as, since this is the main pedagogical resource of the teacher's assistance, it is important to reflect on how the syntactic subject is presented to the student through this learning material. For the composition of the research corpus, five elementary school's books were selected: <Português Linguagens= by Cereja and Magalhães (2015) - 7th and 8th grades; <Singular & Plural: leitura, produção e estudos de linguagem= by Figueiredo, Balthasar and Goulart (2015); <Para viver juntos: Português= by Penteado (2015) - 7th and 8th grades, and also two books of the second grade of high school, namely: <Se liga na língua: literatura, produção de texto e linguagem= by Ormundo and Siniscalchi (2016) - 3rd grade; <Novas palavras= by Amaral [et al.] (2016) - 2nd grade. All textbooks were approved by <Programa Nacional do Livro Didático (PNLD)= (in English: <National Textbook Program). The choice of the grades followed the criteria of approach of the content of this research. In this thesis, we have based on reference authors dealing with the subject's approach (TRAVAGLIA, 2007, CASTILHO, 2016), beyond the grammarians (BECHARA, 2015, PERINI, 2004), among others. Furthermore, the aim of this study is to compare the approaches of the syntactic subject in elementary and secondary education, verifying if the conception and the reflection about this term are gradual or if they are exposed to the same levels of complexity, and to present a new didactic proposal for the treatment of the subject. The results demonstrated in both elementary and middle school textbooks, there were few reformulations regarding the treatment of the syntactic subject. It is still presented from the perspective of merely normative grammar by prioritizing grammatical analyzes without any problematization and without reflection on the use of language.