A analise linguistica nos PCN e no livro didatico: o caso da concordancia nominal

Abstract

It can not be an easy task to comprehend what is to work with the PCN (1998) proposals. The practical meaning of the PCN (1998) doesn't represent yet a very clear idea to many educators, even though; it can be observed the search for the theory incorporation through elements that act intensely in the teaching, as in the didatic book case. So, it appears to be an important way for many questions to be discussed, for example, which didactic treatment the PCN suggests for certain contents, how and which language conception that it shows to work, how to study the questions related to language so the students can broaden their linguistic thorough knowledge, without discriminating his first language. Therefore, this dissertation objective is to analyze the treatment given to the nominal agreement in three didatic book published before and after the "creation" of the PCN to demonstrate if there were changes, that is, if the proposal of the references to analyze the language in usage and to realize a reflective study about the language is contributing to modify considerably the books. It is a quantitative analyzes of the treatment given to the topic "Nominal Agreement", in the didatic book: Portugues- palavras e idéias, de Nicola e Infante (1995), Ler, entender, criar: lingua portuguesa, de Vieira e Figueiredo (2002) e Portugues: linguagens, de Cereja e Magalhães, 2002. There were essential the works of the authors involved with the teaching of the Portuguese Language to reach the goals proposed: Soares (1979), Geraldi (1984), Perini (1987), Possenti (1996), Travaglia (2000), Neves (2002) e PCN (BRASIL, 1998, 2000). The results showed the importance of the "traditional teaching" of grammar that were established in schools and that already seems very strong in the didatic book analyzed.