Educação linguístico-morfológica em livros didáticos de língua portuguesa em 3º, 4º, e 5º ano do ensino fundamental

Abstract

The present work deals with morphology, exposing how the contents belonging to this level of linguistic analysis are presented in textbooks. For this, we seek to analyze whether textbooks expose the morphological contents according to the morphology we see today, a comprehensive morphology, which takes into account the linguistic aspects linked to social contexts. From observations experienced about the teaching of morphology at school, we have seen an erasure in the content that deals with linguistic uses. Therefore, we seek to expose and discuss the morphology brought by textbooks, understanding what the morphological teaching at school is based on. The corpus is a set of Portuguese, 3rd, 4th and 5th grade didactic books of elementary school. The research is qualitative and exploratory. Our work consists of four chapters. The first chapter is the Introduction, in which we presente our objective and methodology worked on in the construction of the research. In the second chapter, we discuss concepts related to Morphology, the development of morphological studies, notes about the word, elements that make up its structure and formation and two morphological phenomena. In the third chapter, we deal with how teaching about morphology is presented at school, with questions about how it should be so that there is better learning. And in the fourth chapter, we analyzed the textbooks, mentioning the content presented in the material in relation to linguistic-morphological teaching.To support our research, we spoke with the following authors: Antunes (2003; 2012; 2014), Avelar (2017), Basílio (2009; 2011; 2013), Bakhtin (2003), Batista (1997), Batista (2011), Bittencourt (2014), BNCC (2018), Botelho (2007), Buranello (2008), Cardoso and Cobucci (2014), Carone (1988), Fernandes (2009), Fiorin (2008), Gonçalves (2019), Lobato and Ferreira ( 2015), Mizukami (1986). Moreira (2006), Murano (2014), Neto (2009; 2012), PCNs (1997) and (1998), Rocha (2008), Rojo and Cordeiro (2004), Sá & Silva (2017), Santos Filho (2016; 2018; 2020), Stella (2005) and Travaglia (2003).The considerations are that the morphology presented in the analyzed textbooks takes a perspective more focused on grammar-normative than on a linguistic-enunciative approach.