Linguistic analysis practices: an analysis in didactic book

Abstract

Considering the textbook as one of the main materials used by the teacher in the classroom, this article aims to analyze how linguistic analysis is developed in didactic materials of Portuguese Language. For this, this work carries out the critical reading of the activities of linguistic analysis proposed in the didactic book, in the student’s version, entitled Língua Portuguesa: linguagem e interação, by Carlos Emílio Faraco, Francisco Marto de Moura and José Hamilton Maruxo Júnior, from the Publishing company Ática, from the 1st year of High School, approved in the Programa Nacional do Livro Didático (PNLD) of 2015. This work is based on authors such as Geraldi (2003a), Franchi (1997) and Marcuschi (2002), which deal with theories related to the interactionist conception of language teaching, which understands linguistic analysis alongside other practices (reading, orality and production writing), as a unit of education in which the expressive resources of the language are analyzed, that is, grammatical, discursive, stylistic, pragmatic, phonological aspects, among others, related to a textual genre situated in the discourse (GERALDI, 2003b). In this research, the analyses are limited to the Prática de linguagem section of this textbook, since its proposal is, among others, to promote reflection on the use of the language. From the 12 sections Prática de linguagem, four sections and their respective analyzes will be highlighted, in order to discuss both the activities that have characteristics that qualify the practice of linguistic analysis, and those that do not present them. It was found in the book analyzed the practice of linguistic analysis is scarcely developed in the section that proposes to do it.