O Livro Didático de Português ao longo do tempo: mais do mesmo

Abstract

This article proposes a reflection on the teaching of the Portuguese language over time, it is the result of a research whose main objective was to compare two textbooks intended for teaching the school discipline of Portuguese, for the eighth year of elementary school: a textbook from 1969 and another from 2018. To make this comparison, it was chosen the theme "formation of words", topic that remained in both materials. The methodology used was qualitative. The analysis of the data had as theoretical contribution different studies, among them those involving textbook, conducted by Bunzen (2000; 2001) and Bräkling (2014) and those involving epilinguistics, whose theorists alternate between Franchi (1991), Wamser (2013) and Wamser and Rezende (2014; 2019). From the articulation of these scholars, it was possible to understand a little of the teaching-learning process through time. The results obtained point out some changes, but also some permanences. It was possible to identify more flexibility of exercises, more interaction with students and an attempt to link the study of grammar to the text, however, despite these changes, the textbook still carries a transmissive methodology of knowledge, based on metalinguistics and with little pragmatic reflection ; the text, although present in the topic, appears as a pretext to exemplify grammar.