Marcas diatécnicas em dicionários do PNLD tipo 4: um estudo metalexicográfico

Abstract

Diatechnical marks are often present in monolingual dictionary of Portuguese language, demarcating areas of specialized use. In the lexicographical tradition, this type of record is generally presented through abbreviations that are recorded before the definition. Fajardo (1997), Garriga Escribano (2003) and Carevic´ (2018) consider out that these marks are often not adequately registered in lexicographical works, especially in pedagogical dictionaries. Considering these notes, we defined as a general objective to analyze the lexicographic treatment given to diatechnic marks in three dictionaries of the National Textbook Program (PNLD) of type 4: Novíssimo Aulete contemporary dictionary of the Portuguese Language (2011), Dicionário Houaiss Conciso (1st edition, 2011) and Dicionário da Língua Portuguesa – Evanildo Bechara (1st edition, 2011), with a view to identifying potentialities and weaknesses related to the recording of this information in the works, considering, for this purpose, the didactic context in High School. As specific objectives, we established: i) to review the concept of diatechnic marks within the scope of Lexicography, taking into account their particularities in comparison to other marks of use; ii) to discuss the principles of Pedagogical Lexicography and the possibility of adjustments in the registration of diatechnic marks in dictionaries aimed at High School; iii) to examine the registration of information on terms used in High School subjects, analyzing, for this purpose, all the parts that make up a school dictionary. To achieve the objectives of this research, in addition to being guided by theoretical and methodological principles of Pedagogical Lexicography (LEXPED), we sought to answer the following questions: i) are diatechnic marks recorded in the lexicographic works chosen for the research? ii) does the lexicographic treatment of diatechnic marks in PNLD type 4 dictionaries meet the needs of high school students? iii) would there be a need to think of more didactic lexicographic parameters for recording this type of information in school dictionaries? Our research is also guided by the hypothesis that diatechnical marks do not receive due attention in all areas of knowledge, which suggests a closer look at this type of record in pedagogical dictionaries. The results of the analyses demonstrate that not all lexical units, also due to terms, are marked with a marker indicating their specialized area in these dictionaries, which prompted us to propose didactic organizational parameters for diatechnical marks in dictionaries. Finally, we hope this dissertation contributes to the development of research in the field of lexicography, with a focus on LEXPED.

Keywords: Pedagogical Lexicography; Usage Marks; Diatechnical Mark; Pedagogical Dictionaries.