O livro didático de Língua Portuguesa no passado e no presente: uma busca por seus paradigmas à luz da historiografia da linguística

Abstract

This dissertation is in the line of research "Reading, Writing and Teaching on the Portuguese Language", of the Post-Graduate of the Portuguese Language Program from the Pontifical Catholic University of São Paulo, and its theme is of the comparative analysis in between two didactic works published in an interval of one hundred years in order to carry out a study in the light of the Historiography of Linguistics on its admission and use over the years. This study is guided by the following research question: Given the circumstances that established the production of didactic material in the early 20th century and those that keep such production on the rise in the 21st century, why has the Portuguese language textbook presented the same structure over these 100 years? To answer this question, the general objective is: After tracing a historical overview of the period in which both works were published, to verify what the structural similarities are referring to the organization, presentation and disposition of the contents worked in the two didactic manuals of Portuguese Language. Portuguesa devised by FTD to carry out comparative analyzes between them. The specific objectives are: 1) To carry out a brief historiographical narrative about the emergence of the Portuguese language textbook in Brazil as we know it today and 2) To outline two paradigms that justify the reasons why the Portuguese language textbook maintained its structure throughout years, even with advances in linguistic research and with the advent of so many changes in the Brazilian educational scenario, resulting from our recent schooling process. To achieve these objectives, this study will be based on theoretical: a) Altman (2021), Bastos e Batista (2020), Koerner (1996, 2014) e Swiggers (2013), with regard to methodological procedures of Linguistic historiography; b) Bittencourt (2008), Coracini (1999), Fávero (2009), Lajolo & Zilberman (2009), Munakata (2012), Razzini (2016), with regard to the issues of the emergence and use of textbooks in Brazilian education and c) Bourdieu (1998, 2001, 2007, 2009), Dolz (2016), Freire (2017), Rojo & Cordeiro (2004), as a theoretical scope for the analyses