Abordagem da pontuação no ensino médio: análise de livros didáticos e proposição de protótipo didático em perspectiva dialógica

Abstract

This thesis, placed is in the Applied Linguistics area, takes as the object of study the questioning of the teaching of the punctuation from two axes: the approach in the Portuguese textbooks indicated by the guide PNLD 2015; and the proposition of activities that articulate the punctuation as one of the expressive resources used for the stylistic construction of the enunciation. Central objectives: 1) evaluate, in a dialogic perspective, the approach of the punctuation in Portuguese Language textbooks approved in PNLD (2015-2017), focused on the high school; and 2) propose, on the basis of the criticisms pointed out, prototype to teach (ROJO, 2012, 2013, 2017) that allows to explore the punctuation marks as expressive resources of the enunciations. Anchored in the Interpretative Paradigm with qualitative focus (CHIZZOTTI, 1998; FREITAS, 2002, 2007, 2010), the research is supported theoretically in the contributions of the Circle of Bakhtin about language, enunciation and style (BAKHTIN/VOLOCHINOV, 2006; BAKHTIN, 2003, 2010a, 2010b, 2013). The results prove that although some changes have already been identified in the work with the punctuation, most of the LDP suggested by PNLD 2015 still retains a normative and dissociated view of other knowledge for the treatment of the said content. Prototype to teach, drawn up from the critical reflections, highlight the punctuation integrated with the practices of reading and textual production, contributing to a bakhtinian approach to the topic under review.