The constitution of textbooks by determination from linguistic theories

Abstract

In the present study, we analyze how linguistic theories are retaken and articulated in the discursive constitution of didactic materials destined to the teaching of Portuguese Language in Brazil. We seek to make explicit, through linguistic marks, the way these linguistic theories resonate in the discursivity of these materials. Our corpus of analysis consists of two textbooks of the Portuguese Language: a current circulation copy - Português Linguagens – 9º Ano, by William Roberto Cereja and Thereza Cochar Magalhães; ii) a copy from the eighties - Reflexão e Ação em Língua Portuguesa – 8ª Série, by Marilda Prates. We understand the exemples as significant linguistic materialities in order to understand their constitution and how they affect and determine what can and should be taught in Portuguese language classes and in schools. In order to do so, we are bound to the presuppositions of the History of Linguistic Ideas, which in Brazil is linked to the Discourse Analysis from Pêcheux, and which helped us to perform interpretive gestures on the corpus. Based on the analysis, we consider the Textbooks linguistic instruments, and we understand that this materiality has a strong presence of teaching with a focus on traditional grammar, even with all the advances of linguistic theories.

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DOI: http:/dx.doi.org/10.12957/matraga.2017.27234