A ABORDAGEM DA NORMA GRAMATICAL EM DUAS COLEÇÕES DIDÁTICAS DE LÍNGUA PORTUGUESA DO ENSINO MÉDIO

Abstract

The teaching of grammar in a country with intense polarization has to deal with strong pedagogic inconsistencies and conflicts between the language in use and the traditional standard norm. Considering this, the question that motivates this work is: how do the textbooks treat the linguistic norm? In this work, we aimed to analyze the standard norm treatment in two collections of high school textbooks approved by the PNLD 2018 –, which are: Português contemporâneo: diálogo, reflexão e uso, by Cereja, Dias Vianna & Codenhoto (2016) and Português – Contexto, interlocução e uso, by Abaurre, Abaurre & Pontara (2016) – in face of the divergency between the treatment of the linguistic norm by the traditional grammar and by the Linguistic studies. To this end, we compared the treatment of the linguistic norm by the traditional grammar to the treatment by the Linguistic studies; then we identified, in a bibliographic and qualitative research, the conception and approach of the linguistic norm, analyzing the teaching of grammar on themes in which the standard norm and the use are conflicting. For this purpose, we reviewed the relevant literature of Applied Linguistics about the textbook, the linguistic analysis practice and the linguistic variation pedagogy; we also synthetized the sociolinguistic literature about linguistic norm and the linguistic phenomena that we investigated (the pronominal paradigm, the verbal concordance and the placement of unstressed pronouns). For the analysis, as a theoretical framework, we used contemporary Brazilian Portuguese grammar books of speaking, writing and both speaking and writing: Gramática descritiva do português brasileiro, by Mário A. Perini (2016), Gramática inteligente do português do Brasil, by Lorenzo Vitral (2017), and Gramática pedagógica do português brasileiro, by Marcos Bagno (2012). The analysis resulted in the following aspects: by comparing how the two textbook collections approached the linguistic norm with regard to the tradicional grammar and the contemporary linguistic grammars, we realized that, in general, both approached the linguistic variation and a dialogic conception of language – what we assign to the Applied Linguistic and the Linguistic Turn, present in official educational documements. The textbook headed by Cereja (2016) reported less agreement with the linguistic advances, what can be atributed to his literary background. On the ther hand, the textbook headed by Maria Bernadete Abaurre (2016), who has an extense academic background and acts intensively in the linguistic research, presented more theoretical-methodological updating and compliance with educacional policies related to the grammar teaching and official documents. The relevance of this sort of study is given to the intention of diagnosing how the teaching of language has dealt with the advances of Linguistic, still subordinated to the purist and inconsistent norm of tradicional grammar.