Textbooks from the point of view of linguistic functionalism: the case of the teaching of the adverbial clauses
The main objective of this work is to verify how Portuguese Language teaching is treated in the high school textbooks of Brazilian public schools, in particular, the teaching of adverb clauses in relation to linguistic functionalism and National Curricular Parameters (PCN). Two collections of textbo...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2018 |
| País: | Brasil |
| Recursos: | Universidade Federal do Ceará (UFC) |
| Repositório: | Entrepalavras |
| Idioma: | português |
| OAI Identifier: | oai:ojs.localhost:article/1135 |
| Acesso em linha: | http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1135 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Linguistic functionalism. Textbook. Adverbial clauses. Funcionalismo linguístico. Livro didático. Orações adverbiais. |
| Resumo: | The main objective of this work is to verify how Portuguese Language teaching is treated in the high school textbooks of Brazilian public schools, in particular, the teaching of adverb clauses in relation to linguistic functionalism and National Curricular Parameters (PCN). Two collections of textbooks aimed at teaching Portuguese were analyzed (CEREJA; MAGALHAES, 2010; AMARAL, et al., 2010). In order to do this, the theoretical line of British functionalism (HALLIDAY et al., 1974; HALLIDAY; HASAN, 1989; HALLIDAY, 2004) was followed, as well as shared premises between the linguistic functionalism aspects; PCN (2000) for the teaching of Portuguese Language. The analysis made it possible to verify that some premises of linguistic functionalism, which are also contained in the PCN, are part of the organization of these textbook collections. |
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