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Advisor(s)
Abstract(s)
Linguisticamente, o contraste (de itens lexicais, de semas e de morfemas)
está na base de relações lexicais de natureza diversa. Uma criança consegue, desde
cedo, compreender que diferentes palavras apresentam diferentes significados (SERRA
et al., 2013), o que se afigura relevante em várias operações cognitivas. Contudo, o
tratamento das relações semânticas entre palavras no 1.º Ciclo do Ensino Básico, em
Portugal, tem-se circunscrito, nos dois primeiros anos de escolaridade (BUESCU,
MORAIS, ROCHA & MAGALHÃES, 2015), à abordagem da antonímia e da sinonímia,
afastando para ciclos posteriores as relações de inclusão e de hierarquia e perpetuando,
assim, um ensino dicotómico e descontextualizado (BAPTISTA et al., 2017; 2019). Entre
os estudos científico-pedagógicos é indiscutível a urgência da mudança de paradigma.
Esta pressupõe um conhecimento científico atualizado por parte dos professores, razão
que justifica a abordagem desta temática neste texto: apresentaremos a noção de
oposição, a sua relevância na estruturação do Léxico Mental e o modo como se torna
produtiva para a caracterização das relações lexicais (GUTIERREZ-ORDOÑEZ, 1996),
em particular, da antonímia, no quadro das relações múltiplas (CRUSE, 2001);
seguidamente, avaliaremos as estratégias linguísticas disponíveis para a expressão de
oposições antonímicas, convocando critérios semânticos e formais (LYONS, 1977;
COSERIU, 1991; LEHMANN & MARTIN-BERTHET, 2008), mas também pragmáticodiscursivos, cognitivos (TEIXEIRA, 2005) e históricos; finalmente, veremos de que modo
os contributos da investigação em diferentes áreas da Linguística se refletem nos
documentos orientadores do ensino em Portugal e nos manuais escolares, comparando
o modo como se preconiza a abordagem das relações lexicais nesses materiais.
Linguistically, contrast (of lexical items, semes and morphemes) is at the basis of diverse lexical relations. From an early age, a child can understand that different words have different meanings (SERRA et al., 2013), which seems to be relevant in several cognitive operations. However, the lexical relations approach at Portuguese primary school has been confined, during the first two years of primary school (BUESCU, MORAIS, ROCHA & MAGALHÃES, 2015), to antonymy and synonymy, relegating for later grades the relations of inclusion and hierarchy and thus perpetuating dichotomous and decontextualized teaching (BAPTISTA et al., 2017, 2019). Among scientific-pedagogical studies, the urgency of a paradigm shift is indisputable. This presupposes an up-to-date scientific knowledge for teachers, which justifies the approach of this subject in this text: we will present the notion of opposition, its relevance in structuring the Mental Lexicon and how it becomes productive for the characterization of lexical relations (GUTIERREZ-ORDOÑEZ, 1996), in particular, of antonyms, in the context of multiple relations (Cruse, 2001); we will then evaluate the linguistic strategies available for the expression of antonymic oppositions, within semantic and formal criteria (LYONS, 1977; COSERIU, 1991; LEHMANN & MARTIN-BERTHET, 2008), but also following pragmatic-discursive, cognitive (TEIXEIRA, 2005) and historical criteria; finally, we will see how contributions of research in different areas of Linguistics are reflected in the Portuguese teaching guidelines and in textbooks, comparing the way in which the approach of lexical relations in these materials is recommended.
Linguistically, contrast (of lexical items, semes and morphemes) is at the basis of diverse lexical relations. From an early age, a child can understand that different words have different meanings (SERRA et al., 2013), which seems to be relevant in several cognitive operations. However, the lexical relations approach at Portuguese primary school has been confined, during the first two years of primary school (BUESCU, MORAIS, ROCHA & MAGALHÃES, 2015), to antonymy and synonymy, relegating for later grades the relations of inclusion and hierarchy and thus perpetuating dichotomous and decontextualized teaching (BAPTISTA et al., 2017, 2019). Among scientific-pedagogical studies, the urgency of a paradigm shift is indisputable. This presupposes an up-to-date scientific knowledge for teachers, which justifies the approach of this subject in this text: we will present the notion of opposition, its relevance in structuring the Mental Lexicon and how it becomes productive for the characterization of lexical relations (GUTIERREZ-ORDOÑEZ, 1996), in particular, of antonyms, in the context of multiple relations (Cruse, 2001); we will then evaluate the linguistic strategies available for the expression of antonymic oppositions, within semantic and formal criteria (LYONS, 1977; COSERIU, 1991; LEHMANN & MARTIN-BERTHET, 2008), but also following pragmatic-discursive, cognitive (TEIXEIRA, 2005) and historical criteria; finally, we will see how contributions of research in different areas of Linguistics are reflected in the Portuguese teaching guidelines and in textbooks, comparing the way in which the approach of lexical relations in these materials is recommended.
Description
Keywords
Relações lexicais múltiplas Antonímia Ensino da língua portuguesa 1.º CEB em Portugal Multiple lexical relations Antonymy Portuguese language teaching Portuguese primary school teaching