Estudos morfológicos: teoria, ensino e abordagem de morfologia em livros didáticos de língua portuguesa

Abstract

The interest for the area and subject discussed in this research arose in a context of discussions and readings with fellow students on the 6th period, in Morphology classes, and in monitoring for two consecutive semesters of the same discipline, both the classes and the monitoring were under the guidance of Professor Dr. Ismar Inácio, in the course of Letras-Português, at the Federal University of Alagoas, Campus do Sertão, these activities started in 2017.1. In this area, this work has as a problem the approach to the teaching of Morphology, in this case, the study and teaching of the word presented in textbooks, especially in High School, which were chosen by the Education Department of the State of Alagoas to be used for three years, which corresponds to 2018-2020. Thus, we aim to problematize issues that concern concepts, examples, and didactics covered in classes about “words”. In this sense, the purpose is to point out which theoretical and methodological biases are taken for the teaching of Morphology in these Portuguese language textbooks, how they are organized and presented, to propose suggestions for a better understanding of what is / can be the study of the word. Our research treats the chosen material as a statement, understanding that the material of analysis is na “enunciation”, therefore, it has a social, historical, political, and ideological character. For this reason, we use the enunciative-discursive reading as a methodological approach to the analysis of the selected textbook. In the final considerations, we point out confusion and disagreements about the treatment that textbooks give to morphological issues, as well, ways that its teaching and learning are easier for students. On the theoretical basis, we used Antunes (2012), Avelar (2014), Basílio (2013), Batista (2011), Botelho (2007), Nunes (2015), Santos Filho (2018), Souza e Silva and Koch (2009), among others.