Análise crítica da regência verbal nos livros didáticos de língua portuguesa

Abstract

This work results from a research project that critically analyzed two Portuguese language textbooks recommended for lower secondary education: ‘Araribá Conecta: Português 9º ano - Manual do Professor’ by Andressa Munique Paiva (2022), and ‘Português: Linguagens 9º ano’ by Cereja and Vianna (2022). The general objective was to understand the pedagogical approaches to verbal regency adopted in these books, observing their adequacy to the contemporary educational context. The justification for this research lies in the importance of didactic resources in the teaching-learning process of the Portuguese language, especially in the lower secondary education scenario. These materials play an essential role in supporting educators, providing them with tools to make classes more attractive and effective. In the context of the implementation of the National Common Curricular Base (BNCC), which establishes guidelines for basic education in the country, the critical analysis of textbooks becomes even more relevant, as the quality and relevance of these resources can vary widely, directly affecting the quality of Portuguese language teaching. The grammar concepts analyzed in the work are based on the discussions of Travaglia (2009), Bechara (2009), Faraco, Moura, and Maruxo Jr. (2006), Perini (2005), Infante and Pasquale (2003), Labov(2008 [1972]), Callou (2009), and Mioto, Silva, and Lopes (2007). After the bibliographic review and critical analysis of the textbooks, it was possible to identify the most appropriate approaches and the necessary points for improvement in the pedagogical materials. This contributes to a careful reflection on the process of teaching the Portuguese language in lower secondary education and paves the way for future improvements in the quality of regency teaching, thus strengthening basic education in Brazil.