Reflexões metalinguísticas sobre a abordagem dos pronomes em livros didáticos do português

Abstract

The general objective of this research is to reflect on the extent to which the approach to pronouns in sequences of linguistic activities, in Portuguese textbooks, from the Ápis collection, for the 4th and 5th years, contributes to the use of pronouns effectively. To do this, we seek answers to the central questions: how are personal pronouns in the straight case and demonstrative pronouns addressed in the proposals for linguistic activities, present in the 4th and 5th year books? Does this approach help students use pronouns effectively? We also outline specific objectives, among which: i) Check whether pronouns were used in linguistic activities based on discursive contexts or used in isolated/decontextualized sentences; ii) identify whether in linguistic activities pronouns are approached as a phoric/anaphoric element; iii) check whether pronouns are used as a deictic reference in linguistic activities. This is documentary research Flick (2009); qualitative in nature, Chizotti (2010), resulting in descriptive-analytical research. As a theoretical contribution, we look at researchers who investigate the Portuguese language, pronouns and textual genres, based on the following perspectives: normative, Almeida (2009); Lima (2011); functionalist, Abreu (2018); Neves (2011); textual linguistics, Antunes (2007; 2014); Koch and Elias (2011); Marcuschi (2008; 2010) and metalinguistic studies Myhhil (2000; 2005). For data analysis, we highlighted knowledge of functionalist and textual theories and metalinguistic studies. Data were selected from seven activity sequences and 14 linguistic activities were analyzed. The results indicate that personal pronouns in the straight case and demonstrative pronouns are used, above all, as elements of identification and replacement of noun and verbal phrases. Furthermore, phrases and excerpts are proposed in which pronouns are disconnected from their discursive contexts. More than that, when students are intended to use personal and demonstrative pronouns, the remissive and phoric potential of such pronouns is not explored. Therefore, the activities analyzed offer potential for pronouns to be addressed in an effective way; however, you will need the teacher's intervention to make this happen.