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Abstract(s)
Este estudo, no âmbito da Linguística Pedagógica, tem como objeto de análise itens gramaticais do projeto de Português Entre Palavras, do 7.º ano, que integra o manual escolar e o caderno de atividades. O referencial teórico assenta na vertente gramatical contemplada nos manuais escolares, nos testes de avaliação sumativa do Ensino Básico e nas provas de avaliação externa, sendo motivado pela seguinte questão de partida: de que forma os verbos de comando dos itens sobre morfologia presentes em manuais escolares de Português do 7.º ano manifestam a complexidade das operações cognitivas a realizar pelos alunos? Reuniu-se um corpus com cem itens de morfologia e, através de uma abordagem interpretativa, utilizou-se três procedimentos de análise dos resultados: i) identificação dos verbos de comando presentes nas tarefas e das operações cognitivas; ii) análise dos conteúdos gramaticais associados aos verbos; iii) inventário das principais propriedades sintáticas dos enunciados que contêm estruturas alternativas. Os dados obtidos demonstram que as tarefas dos enunciados validam um conjunto muito restrito de operações, o que se associa a dois verbos operatórios com elevada frequência de uso – “indicar” e “identificar” –, dominantes no corpus. Estes ativam operações referentes à identificação, classificação e reprodução do conhecimento gramatical em lugar da síntese e aplicação a situações novas.
This study, within the scope of Pedagogical Linguistics, aims to analyze grammatical items from the Portuguese manual Entre Palavras project, from the 7th year, which is part of the school course book manual and the activity notebook. The theoretical framework is based on the grammatical aspect contemplated in school manuals, in the summative assessment tests of Basic Education, and in external assessment tests, being motivated by the following question: how are the command verbs of the items on morphology present in school manuals of 7th grade Portuguese show the complexity of the cognitive operations to be carried out by the students? A corpus with one hundred morphology items was gathered and, through an interpretative approach, three procedures were used to analyze the results: i) identification of the operative verbs present in the tasks and cognitive operations; ii) analysis of grammatical contents associated with verbs; iii) inventory of the main syntactic properties of utterances that contain alternative structures. The data obtained demonstrate that the tasks of the statements validate a very restricted set of operations, which is associated with two verbs with a high frequency of use – “indicate” and “identify” –, which are dominant in the corpus. These activate operations related to the identification, classification, and reproduction of grammatical knowledge rather than synthesis and application to new situations.
This study, within the scope of Pedagogical Linguistics, aims to analyze grammatical items from the Portuguese manual Entre Palavras project, from the 7th year, which is part of the school course book manual and the activity notebook. The theoretical framework is based on the grammatical aspect contemplated in school manuals, in the summative assessment tests of Basic Education, and in external assessment tests, being motivated by the following question: how are the command verbs of the items on morphology present in school manuals of 7th grade Portuguese show the complexity of the cognitive operations to be carried out by the students? A corpus with one hundred morphology items was gathered and, through an interpretative approach, three procedures were used to analyze the results: i) identification of the operative verbs present in the tasks and cognitive operations; ii) analysis of grammatical contents associated with verbs; iii) inventory of the main syntactic properties of utterances that contain alternative structures. The data obtained demonstrate that the tasks of the statements validate a very restricted set of operations, which is associated with two verbs with a high frequency of use – “indicate” and “identify” –, which are dominant in the corpus. These activate operations related to the identification, classification, and reproduction of grammatical knowledge rather than synthesis and application to new situations.
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Keywords
Linguística pedagógica Operações cognitivas Gramática Ensino básico Morfologia Manuais escolares Verbos operatórios Pedagogical linguistics Cognitive operations Grammar Basic education Operative verbs Morphology School course books