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Article

Portuguese

ID: <

10670/1.dsau54

>

·

DOI: <

10.34117/bjdv7n1-255

>

Where these data come from
Análise linguística, semiótica ou gramatical? As instruções oficiais brasileiras entre formas e usos da língua / Linguistic, semiotic or grammatical analysis? The official brazilian instructions between forms and uses of the language

Abstract

this work presents a comparative analysis of the guidelines laid down in Brazilian official curriculum references for teaching the Portuguese language in basic education, with the aim of highlighting theoretical and methodological concepts and approaches in the teaching of language and grammar analysis. For the purposes of interpreting the data, consideration was given to research by Brazilian linguists who, on the basis of various theoretical approaches, have guided the teaching of grammar in the Portuguese language (ANTUNES, 2007; GERALDI, 1997; TRAVAGLIA, 1996). The corpus of the study is the National Curricular Parameters (NCPs) and the Curricular Common National Base (BNCC), characterising the research as a documentary analysis, with a qualitative/interpretative focus. The methodological construction of the research has developed in stages: (I) bibliographic review of the studies on the teaching of language/grammar analysis of the above-mentioned authors; (II) mapping the guidelines of the NCPs on the axis of linguistic analysis; (III) mapping the BNCC guidelines on the axis of linguistic/semi-optical analysis; (IV) comparative analysis of the theoretical and methodological guidelines for grammar teaching/linguistic/semi-optical analysis between NCPs and the BNCC. As partial considerations of the study, one of the contributions of the curricular benchmarks is highlighted: further reflection on the study and analysis of linguistic-discursive elements, which have been taken as Portuguese-language teaching objects and focused since the NCPs, with their expansion in the BNCC, working on discursive gêners also on their lexico-semantic traits, so as to allow a contemporary pedagogical view of language practices and the ways in which texts are produced and circulate socially.

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