A ANTONÍMIA NO LIVRO DIDÁTICO: UM EXAME DE ABORDAGENS SEMÂNTICAS NO ENSINO MÉDIO

Abstract

In the present work we examined some didactic collections recommended for students enrolled in regular high school. The materials in question were chosen to compose the corpus from the latest collections guides for high school that were approved in the edicts opened by the Ministry of Education. The examination of the chosen works is made after the previous exposition of semantic studies that over the last decades have been formulated in favor of debates on the theme of meaning relations, among which we focus specifically on the study of antonymy. Some of our main references for these studies are: Sapir (1961), Lyons (1979) Ilari and Geraldi (2006), Ferrarezi (2010), Escarpineti and Ferraz (2015). The appraisals of these and other theories are arranged in order to verify to what extent the production of didactic materials undertaken today, regarding the theme of antonymy, is aligned with the theoretical assumptions of the semantic theory. In a specific unit, the criticism of materials is made taking into account mainly the contributions of semantics to the approach of antonymy in Portuguese language classes. In addition, the reader is offered good reviews that lead him to greater security in the decision making required in his practice of selection and preparation of materials aimed at Portuguese language semantics classes.