O Livro didático de português pós-PNLD: como anda o ensino de ortografia?
Resumo
Este estudo pretende verificar o tratamento dado à ortografia pelos livros didáticos de português (LDP) das séries finais do Ensino Fundamental, no eixo da análise linguística. Analisamos duas coleções de livros didáticos aprovadas pelo Programa Nacional do Livro Didático (2005) e seus respectivos manuais do professor. Procuramos, assim, tratar de questões tais como: existia um ensino sistemático de ortografia ao longo das séries? Como o manual do professor concebia o aprendizado da ortografia? Existia um tratamento diferenciado para os casos regulares e irregulares da norma ortográfica? Existia um ensino voltado à segmentação e à acentuação de palavras? Os resultados obtidos sugerem que o ensino sistemático da norma ortográfica ainda terá um caminho longo para ser trilhado, de modo a considerar-se a ortografia um objeto de conhecimento que precisa ser transformado em objeto de ensino, didaticamente refletido.
Palavras-chave: ensino de ortografia, livro didático de português, ortografia.
Portuguese Textbooks after TNP: how the orthography teaching is going?
AbstractThis study intend to check out the treatment dispensed to the orthography by the Portuguese Textbooks (PT) of the elementary teach final series, on the axis of the linguistic analyze. We analyzed two sets of Portuguese Textbooks approved in 2005 by the Textbook National Program (TNP) and their respective teacher’s manuals. We focused the following issues: was there a systematic teaching of orthography throughout the grades? How did the teachers’ manuals conceive orthography learning? Was there a differential treatment for regular and irregular orthography cases? Was there a teaching aimed at words segmentation and diacritics’ use? The obtained data showed that the systematic normative orthography teaching still has a long way to walk, and has to be considered the orthography as a knowledge object which one needs to be transformed in a teaching object, didactically thought.
Keywords: orthography teaching, portuguese textbook, orthography.
Palavras-chave: ensino de ortografia, livro didático de português, ortografia.
Portuguese Textbooks after TNP: how the orthography teaching is going?
AbstractThis study intend to check out the treatment dispensed to the orthography by the Portuguese Textbooks (PT) of the elementary teach final series, on the axis of the linguistic analyze. We analyzed two sets of Portuguese Textbooks approved in 2005 by the Textbook National Program (TNP) and their respective teacher’s manuals. We focused the following issues: was there a systematic teaching of orthography throughout the grades? How did the teachers’ manuals conceive orthography learning? Was there a differential treatment for regular and irregular orthography cases? Was there a teaching aimed at words segmentation and diacritics’ use? The obtained data showed that the systematic normative orthography teaching still has a long way to walk, and has to be considered the orthography as a knowledge object which one needs to be transformed in a teaching object, didactically thought.
Keywords: orthography teaching, portuguese textbook, orthography.