Language teaching via linguistic analysis in the textobook

a redirection of the adverbial subordinate clause approach

Abstract

With the development of linguistic studies that prioritized language in operation, considering its situated, contextualized and significant uses for the formation of citizens, a similar approach to language in the textbook was expected, which is often configured as teacher's only resource in the classroom. Given the above, based on the theoretical-methodological perspective of Linguistic Analysis, based on the assumptions of Geraldi (2012), Bezerra and Reinaldo (2020), among others, who consider language as a dynamic and interactive system, the objective of this work was to to analyze the approach of Adverbial Subordinate Clauses, more specifically, in activities in the textbook Gramática Reflexiva: Texto, semântica e interação, by Cereja and Magalhães (2009), with a view to proposing a redirection of the treatment given to grammar teaching via linguistic analysis in these activities. To this end, a qualitative-interpretative and documentary investigation was carried out (SILVEIRA; CÓRDOVA, 2009). Thus, it was noticed that, although the activities of the textbook already contemplate, to a certain extent, a grammatical teaching procedure close to that of linguistic analysis, new paths can still be taken so that the referred topic is articulated in a more contextualized and focusing, really, on the real uses of the language. Still, in view of the analyzes undertaken, it became evident that the training of Portuguese teachers should be rethought in order to contemplate the perspective of linguistic analysis, so that they can better choose the textbooks that guide their pedagogical practice. or even that they can reformulate activities and/or produce them in the perspective of linguistic analysis.