As políticas linguísticas de interpretação e apropriação do eixo Análise linguística/Semiótica da BNCC : um estudo da flexão verbal em um material didático do 7º ano

Abstract

In the field of education, language policies can be observed in official documents (explicit policies) and in textbooks (implicit policies), these being language policy mechanisms (Shohamy, 2006) for the propagation of linguistic beliefs and practices that may occur at from different processes, among which interpretation and appropriation stand out (Johnson, 2013). Our research aims to investigate the processes of interpretation and appropriation of the Linguistic Analysis/Semiotics axis of the National Common Curricular Base in the Teacher's Manual/Textbook If you connect in language. Considering the objective presented, we outline the following guiding questions: how does the Teacher's Manual Se liga na Língua interpret and appropriate the Linguistic Analysis/Semiotics axis of the National Common Curricular Base? What are the Linguistic Analysis practices proposed in the exercises in the Textbook Se liga nalingual in relation to the phenomenon of verbal inflection? In what aspects does the Textbook demonstrate that it appropriates the descriptors of the Linguistic Analysis/Semiotics axis in exercises related to the phenomenon of verbal inflection? With this, we have the following specific objectives: to analyze in which aspects the Teacher's Manual Se liga na Língua interprets and appropriates the notions of Linguistic Analysis proposed in the National Common Curricular Base; examine the Practices of Linguistic Analysis in the Textbook Se Liga na Língua in relation to the phenomenon of verbal inflection; check the relationship of the verbal inflection exercises in the Textbook Se Liga na Língua with the descriptors of the Linguistic Analysis/Semiotics axis of the National Common Curricular Base. To this end, it was necessary to bring the notion of linguistic policy mechanisms (Shohamy, 2006), processes of interpretation and appropriation (Johnson, 2013), Linguistic Analysis, Linguistic Analysis Practices, Linguistic Analysis/Semiotics axis (Bezerra; Reinaldo, 2020; Geraldi, 2011; Franchi, 1987). Our research is inserted in the interpretive paradigm of a qualitative approach (Lin, 2015), characterized as documentary research (Cellard, 2012). The corpus was constituted in the Teacher's Manual/Textbook Se liga na língua (2018) and the National Common Curricular Base (2017). In our analysis we found that the Teacher's Manual and the Textbook interpret the notion of Linguistic Analysis fully based on the BNCC's Linguistic Analysis/Semiotics axis, without bringing any authorial discourse to them. Furthermore, the authors of the teaching materials analyzed recognize themselves as agents who interpret and appropriate the document and there is no room for understandings other than those in accordance with the BNCC. The teaching material needs to adapt to these official guidelines in order to be included in the cycle of official linguistic education policies. The Textbook, as a language policy mechanism, is part of an ideological agenda, linked to social and economic status, impacting access to knowledge, whether positively or negatively. Even though there are BNCC descriptors that deal exclusively with verbal inflection in the object of knowledge “morphosyntax”, there are exercises that bring different objects of knowledge. There is a clear balance in the amount of metalinguistic and epilinguistic exercises when it comes to the study of verbal inflection.