Estudo crítico/propositivo das formas de fazer pedidos em livros didáticos de PLE (PB)

Abstract

In the teaching-learning context of Portuguese as a Foreign Language (PFL), it should be considered that the teaching of grammar needs to be approached from the pedagogical and functional perspectives, that is, it needs to play an active role in the development of the learners’ linguistic awareness in the vernacular, allowing them to make critical use of the forms and functions that native speakers use spontaneously, extrapolating the norm recommended in prescriptive manuals and reproduced in PFL Textbooks (TB). Therefore, it is necessary to understand the gaps in the PFL textbooks and work towards providing better conditions for approaches that generate real communication and that the language in use is the focus of the possibilities of interaction. That said, our investigation, which is qualitative in nature, aims to analyze how the competence fazer pedidos is presented in PFL textbooks and how it is approached according to the recommendations of the grammatical standard and in an impractical and/or functional way. In our analyses, we used three manuals for teaching PFL which include the aforementioned competence: Novo Avenida Brasil 1 (LIMA et al., 2008); NOTE 10: Português do Brasil (DIAS; FROTA, 2015); and SAMBA!: Curso de Língua Portuguesa para Estrangeiros (FERRAZ; PINHEIRO, 2020). We mapped the uses proposed by the TB, comparing them to the recurrent varieties in the language in use. As a result, this investigation points to the need to complement the textbook with teaching materials that make the PFL teaching process didactic, with a view to developing the students’ communicative and interactive competence. Furthermore, we noticed the lack of textbooks in offering learners forms of contact with the language that go beyond the prescription. Theoretically, we base ourselves on the meanings of foreign language teaching methods with Larsen-Freeman (2000); stages of grammatical learning with a communicative approach with Brown (2007); Bizarro (2017); Kramsch (2013); Mendes (2011); Meyer (2013); Silveira (1998); Santos and Alvarez (2010); among other theoreticians.